abstracts - ECD Network for Kenya

Research leadership for early childhood development systems measurements in Kenya

Dr. Teresa Mwoma, Dr. Benjamin Tsofa, Benard Ochuka, Benter Owino

The adoption of the Constitution of Kenya 2010 and the onset of devolution in 2013, significantly influenced Kenya’s governance and political environment that has seen service provision for functions related to early childhood development devolved to the county government. The constitution brought about a range of political, administrative and financial functions delegated to the 47 semi-autonomous counties established after the 2013 elections. The changes have a direct influence on the governance structures with the national government being responsible for overall leadership, regulatory and policy guidance, while county governments assume responsibility for service delivery. Although Kenya has made great strides through devolution, there is a need to strengthen ECD systems especially at the county levels to promote quality service delivery that enhance early childhood development through provision of nurturing care to young children. The ECD Network for Kenya in collaboration with Mathematica, a US based research organization, conducted the mapping of ECD systems indicators and actors with a view of coming up with a measurement framework for the ECD systems in Kenya. Through desk review and stakeholders’ engagement, various gaps in the ECD systems were identified related to governance, financing, multi-sectoral coordination and policy. This paper therefore, presents findings on the ECD systems indicators that could be measured to establish the status of ECD in relation to implementation of nurturing care in Kenya.

Strengthening linkages between Health, Education and Social Protection in Early Childhood Development through Nurturing Care initiatives in the community: A case study of Malezi Bora ya Awali project

Dr. Teresa Mwoma, Mr. Allan Ragi, Racheal Makena, Steve Ikonya – Early Childhood Development Network for Kenya & KANCO

Nurturing care encompasses young children’s needs for good health, optimal nutrition, security and safety, opportunities for early learning and responsive caregiving. Sustainable Development Goals 2,3,4 and 6 seeks to strengthen nurturing care components through sustainable partnership. Collaboration and partnership is therefore crucial in ensuring a continuum of nurturing care to families, primary caregivers, secondary caregivers, organizations and policymakers to safeguard the needs for young children. This paper presents findings from an initiative funded by Comic Relief in partnership with KANCO to explore the importance of strengthening integrated linkages in Early Childhood Development for children to survive and thrive. This was achieved through capacity building of frontline workforce on Care for Child Development and Nurturing Care; caregivers’ dialogues and support groups; continuous mentorship and coaching for households from trained Health Care Workers (HCWs) and Community Health Volunteers (CHVs). The project further focused on strengthening linkages between homes, ECD centers, religious institutions and local health facilities; partnerships with other implementing partners and county departments in Kiambu county. The initiative brought together county departments of Health & Nutrition, ECDE, Agriculture, social protection and gender. The project targeted 40 CHVs from two sub counties, who extended their mentorship to 100 households each, reaching approximately 4000 children directly. Indirectly 64,445 children benefitted through mass community outreach during Malezi bora week from the two sub counties.

Analysis of implementation challenges of the one-year pre-primary curriculum in Plateau State Nigeria.

Katniyon Henry David – Department of Early Childhood and Care Federal College of Education, Pankshin Plateau State, Nigeria and LIYAS Techi Pius State Universal Education Board, Plateau state

Curriculum serves as the yardstick for measuring the progress of any educational activity. It is the fulcrum through which any educational programmes can be successfully implemented. The one-year pre-primary school education programme by the Federal Government of Nigeria in 2004 has been implemented for the past 18 years in Plateau state. Research reports from the implementation of the programme indicate poor quality of its implementation in terms of availability of curriculum resources, content delivery, methodology and language of instruction. With these myriads of challenges one wonders if the programme has any guiding curriculum or if the curriculum materials are sufficiently available for the early childhood teachers. This study adopts a mixed method where the experiences of teachers in both public and private schools were collected. The population comprised all public and private pre-primary schools and teachers in Plateau state central Nigeria. The study used simple random sampling to select 180 public and private pre-primary schools in the three education zones of Plateau State. Three research questions were raised to guide the study, data was collected through Curriculum Implementation Rating Scale (CIRS = 0.89) and Curriculum Problems Scale (CPS). Findings revealed that most schools lack curriculum materials and hence not being implemented. Also training and retraining of teachers on curriculum support materials are some of the problems identified as militating against the implementation of the curriculum. Based on the findings it was recommended among others that curriculum materials should be distributed nationally based on school census figures to improve access.

Learning through play for preschoolers with disabilities in Kenya: Existing approaches, policy gaps and recommendations

Silas Onyango, Linda Oloo, Margaret Nampijja, and Patricia Kitsao-Wekulo – Africa Population and Health Research Center (APHRC)

Key strategies and modifications are needed to support the involvement of children with disabilities in play activities. However, these strategies and approaches are not well established. In addition, young children with disabilities have not received substantial support and attention that warrant their inclusion in play activities. The paper determines the existing learning through play approaches for children with disabilities and seeks to establish the gaps in the provision of learning through play for children with disabilities. Further, the paper seeks to provide key recommendations to address these gaps from the stakeholders’ perspectives. Data used in this paper has been collected as part of the ongoing qualitative survey that seeks to strengthen the capacity of play-based learning in Kenya. We present results from focus group discussions with parents and preschool teachers, and Key informant interviews with government officials conducted in Kenya. Children with disabilities are engaged in similar and usual activities like other children. The activities include singing games and poems, traditional folklore and general indoors and outdoors. Gaps include a lack of suitable materials, not enough assessment services to ascertain the needs, ECD teachers lack capacity to handle children with disabilities, and poor physical infrastructure. Further, no policy guidelines on learning through play for children with disabilities exist in Kenya. Finally, the devolved system of government places children with disabilities under the national government. County governments should employ teachers with special needs training to support the inclusion of children with disabilities in play activities. In addition, ECD teachers’ capacities should be built on special needs to effectively support the inclusion of children with disabilities. Cost-effective materials should be developed and adapted to the needs of children with disabilities. Effective inclusion of children with disabilities into mainstream learning through play activities requires culturally adapted play materials, strong policy framework on learning through play and well-trained teachers.

Association between parental stress and caregivers’ stimulation practices: evidence from Kenya and Zambia

Kenneth Odhiambo Okelo MSc¹, Patricia Kitsao-Wekulo PhD², Silas Onyango PhD², Elizabeth Wambui², Josiah King PhD¹, Aja Louise Murray PhD¹, Bonnie Auyeung PhD¹ – ¹Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh,²African Population and Health Research Center, Kenya

Parental stress is defined as the discrepancy that arises between the resources required for the rearing children and the perception of being able to cope with this discrepancy. Parental stress is an important contributor to parent-child relationships. This in turn affects opportunities to engage their children in stimulating activities which could improve children’s development outcomes. However, limited evidence exists from sub-Saharan Africa (SSA) on the association between parental stress and caregiving practices especially on stimulating practices (such as providing play materials and engaging in ‘counting games’) promoting children’s cognitive development. The study reported in this paper was derived from data collected through the earlier longitudinal nurturing care evaluation studies conducted in Kisumu and Nairobi Counties in Kenya, and Chisamba District in Zambia. A path analysis model adjusting for covariates was used to determine the association between caregivers’ parenting stress and child stimulation practices across the three time points. The findings showed that parental stress was associated with caregivers’ stimulation practices across the three study points (pre-intervention, mid-intervention and post-intervention). Further analysis for each study indicated an association in at least two study points in Kenya urban and Zambia rural while no association was observed in Kenya rural study site. The findings indicate that parental stress was associated with caregivers’ stimulation practices. The policy implications of the findings from this study focus on improving positive parenting practices by addressing predictors of parental stress. This includes creating awareness and alleviating costs related to childcare such as subsidized childcare services.

Predictors of parenting stress among caregivers in disadvantaged settings: evidence from Kenya and Zambia

Kenneth Odhiambo Okelo MSc¹, Patricia Kitsao-Wekulo PhD², Silas Onyango PhD², Elizabeth Wambui², Josiah King PhD¹, Aja Louise Murray PhD¹, Bonnie Auyeung PhD¹ – ¹Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh ² African Population and Health Research Center, Kenya

Parental stress occurs when parenting demands are greater than the resources available to cope with parenting. Factors including household wealth, educational level, marital status, age and the number of children under their care have been indicated as predictors of parental stress. However, there is limited evidence from sub-Saharan Africa (SSA) on these associations. This work provides an understanding of parental stress in SSA and improves the conceptualization and implementation of maternal mental health-related interventions. The study reported in this paper was derived from data collected through the earlier longitudinal nurturing care evaluation studies conducted in Kisumu and Nairobi Counties in Kenya, and Chisamba District in Zambia. A linear regression model adjusting for clustering and covariates was used to determine the association between caregivers’ parenting stress and their socio-demographic characteristics. The mean parental stress scores were slightly below the average in the rural study sites and slightly above the average in the urban study site. In addition, parental stress was associated with at least four factors; caregivers’ income, their age, their level of education and the age of their child. The current findings on the mean parental stress score and the predictors in these studies mirror findings from other studies on parental stress in disadvantaged settings. The policy implications of the findings from this study focus on improving maternal mental health through poverty alleviation-related interventions, improving caregivers parenting knowledge and improving the provision of childcare services in poor urban and rural settings.

Teenage Motherhood and Return to School: The Forgotten Dilemma

Leonard Chumo Falex – ECD Consultant

Potentially compounded by effects of Covid-19 such as school closures, economic hardships and movement restriction, teenage pregnancy has been on the rise in Kenya over the last few years. Adolescents aged 15–19 years in low- and middle-income countries have an estimated over 21 million pregnancies each year, of which approximately 50% are unintended and which results in an estimated over 12 million births. Kenya Demographic and Health Survey 2022 reveals that about 15% of girls aged 15-19 have ever been pregnant with an estimated 12% live births. Cases of pregnancies increase with increase in rates of poverty, illiteracy, and poor health-seeking behavior. Teenage mothers face higher risks of eclampsia, puerperal endometritis and systemic infections and their babies are at risks of low birth weight, preterm birth, and severe neonatal condition. The picture for teenage pregnancies is grim but the greatest forgotten burden is the millions of children born to teenage mothers. These children are less talked about and often “unwanted” not finding their way to formal childcare statistics, yet the first 1000 days of their lives are profound in setting the foundation for lifelong development. During this time, the child’s brain is sensitive, develops rapidly and is easily influenced by the quality of the caregiving environment. Unstructured play, love and time with the child are important nurturing ingredients that promote a secure attachment for a child. Children are born with a predisposition to depend on and feel secure with a caregiver (often and not only the mother) and thereby determine behavioral tendencies related to trusting relationships and later survival. Children born to teenage mothers have rights and must not be left behind in the design of programs targeting them and their caregivers. Kenya has come far in removing return to school barriers for teenage mothers but less has been done to enhance health, nutrition, early learning, protection, and responsive caregiving for these children. This paper brings to the fore the needs of teenage mothers and their children in the quest for access to quality care and the pursuit of educational completion. To remove long-term negative outcomes for children, there is a need for comprehensive policies that help teenage mothers resume studies and complete their education. What urgent capacity, policy and practice needs must be developed to address the gap? How can the government and stakeholders balance the need to return to school without compromising the care needed but children of teenage mothers?

Policy implication on developmental milestones and nutrition status among children 0-23 months at Kabale Hospital, Uganda.

Ivy-Marie Komutambo, Judith Kimiywe – Kenyatta University

Approximately 200 million children fail to fulfill their development potential due to malnutrition, poor health, and unstimulating environments. Children in Kabale, Uganda, may be particularly at risk as the region’s malnutrition rate impacts development. The study was conducted at the young child clinic of Kabale hospital, among 250 children aged 0-23 months and their caregivers, for two months. The study adopted a comparative cross-sectional design, and systematic random sampling was used to select the respondents for the study. The socio-demographic characteristics, nutritional status, and feeding practices were assessed using structured pretested questionnaires. Developmental milestones of the children (communication, motor, fine motor, problem-solving, and social skills) were assessed using the modified ages and stages questionnaires. The data collected was tabulated, analyzed statistically, and the results interpreted. Developmental scores were not associated with breastfeeding and minimum meal frequency. Development in early childhood was mainly associated with caregiver’s age, caregiver’s education, child’s age, weight-for-age, length-for-age, and minimum dietary diversity score. Children under the care of younger caregivers and those with a normal nutrition status had significantly more developed motor and social skills than children with older caregivers and malnourished children, respectively. Similar studies could be done within the home environment to observe its effect on developmental milestones. The high prevalence of stunting requires effective interventions like growth monitoring and promotion, nutrition counseling, and caregiver education on dietary diversity. Government policies should educate and guide caregivers on children’s holistic development.

A review of Early Childhood Development policy frameworks, their implementation and impact on children’s development in East and Southern Africa countries.

Samuel Ngaruiya (PhD) – Ministry of Education / Independent ECD Consultant/ Researcher

The United Nations (UN) Sustainable Development Goals (SDGs) 2030 and African Union (AU) Agenda 2063 and the nurturing care framework have entrenched Early Childhood Development (ECD) as a key global and regional agenda. The SDG recognizes the imperative to end all forms of poverty, malnutrition, preventable deaths; abuse; exploitation and violence and improve access to quality pre-primary education besides ensuring children acquire legal identity from birth. The African Union (AU) Agenda 2063 aims at promoting people-driven development while AU’s Agenda 2040 for children indicates the commitment to ensure every child’s birth is registered and that every child survives, has a healthy childhood and grows up well-nourished accessing all life’s necessities. Recognizing the importance and benefits of quality early childhood development not only in achieving education outcomes but also socioeconomic development, countries in East and Southern Africa have escalated the development and implementation of ECD policies and guidelines. Despite these policies, delivery of comprehensive, holistic ECD programmes have been inadequate. Many children, especially those from poor family backgrounds and those in difficult circumstances are not accessing quality and relevant ECD services thus jeopardizing their development and education trajectory. Therefore, what is seen in the policy environment is not reflected in the reality and hence attaining SDG 4 target 4.1 on ensuring all boys and girls access quality early childhood development and pre-primary education so that they are ready for school by 2030 may be a mirage. Moreover, there has not been a critical analysis of the ECD policies and their implication on ensuring impactful ECD programmes. This paper presents findings of a review of ECD policy development and implementation impact across six countries in east and southern Africa namely: Botswana, Kenya, Namibia, Rwanda, South Africa and Zimbabwe. The paper is informed by a desk review and the author’s own practical field engagements in the review and development of ECD policies in four of these countries. Three study questions are explored: i) How were the ECD policies developed and implemented across the six countries; ii). What impact in terms of holistic child development has been realized as a result of these policies? and iii). What needs to be done to ensure the ECD policies lead to better results for young children? The presentation investigates the contextual consideration highlighting the existence of an enabling environment, the overarching goal, principles, scope and coverage, governance and implementation arrangements. The presentation also provides findings on key achievements and challenges in the process of implementing the policies. At the tail end, a synthesis of key success and challenges that impede the effective implementation of ECD policies and a proposed / desired way forward in ECD policy review, development and implementation is presented. The presentation is expected to inform academic discourse especially to ECD students in various higher learning institutions as well as bringing out a bird’s-eye view to government, implementation partners and the private sector involved in ECD policy development.

What happens next? Examining the sustained impacts of a group-based parenting intervention on parenting behaviors and early child development in rural Kenya

Italo Lopez Garcia, Jill E Luoto, Frances E Aboud, Lia C.H. Fernald, Ronald Otieno, Edith Alu – SWAP-Kenya

An estimated 43% of children under age 5 in low- and middle-income countries experience compromised development due to poverty, poor nutrition, and inadequate psychosocial stimulation. Numerous early childhood development (ECD) parenting interventions have been shown to be effective at improving ECD outcomes, at least in the short-term, but they are a) still too expensive to implement at scale in low-resource and rural settings, and b) their early impacts tend to fade over time in the absence of continued support over a period of years. This begs the questions of how to cost-effectively sustain early program impacts long-term, and whether and how continued program support is needed to maintain the underlying parental behavioral changes over time. We evaluate the impacts after two years of Msingi Bora (Swahili for “Strong Foundation”), a group-based parenting intervention evaluated in a cluster Randomized Control Trial across 60 villages and 1,152 households in rural Kenya that was previously shown to improve child development and parenting behaviors immediately after its conclusion in Fall 2019. Beginning in Fall 2019, in half of intervention villages, we extended Msingi Bora with “booster” group sessions held every other month for a total of two years to test how this light-touch extended intervention contributes to sustaining impacts over a longer horizon. The booster curriculum added new and more advanced responsive stimulation strategies adapted to older children, and introduced topics of positive disciplinary practices to manage child behaviors. The onset of the global COVID-19 pandemic in March 2020 caused delays and forced a reduction to the size of group sessions, but attendance rates remained high (71%), and a total of nine boosters were held over two years. In Fall 2021, a survey across 944 of the originally enrolled 1,152 households (82%) measured medium-term impacts two years after the end of the original program. Households in villages that received only group meetings during the original intensive 8-month program had sustained impacts on children’s cognitive development (0.20 SD), socioemotional development (0.20 SD), and maternal stimulation behaviors (0.19 SD) after two years relative to the control group. These medium-term impact sizes represent declines of 56%-76% from two years prior. Boosters provide small and marginally significant value-added to socioemotional outcomes and parenting behaviors. A cost-effective and potentially scalable group-based intervention can realize sustained impacts after two years on many ECD outcomes. Adding a light-touch booster intervention can further strengthen these sustained impacts.

Predictors of quality of childcare centres in low income settings: findings from a cross-sectional study in two Nairobi slums

Margaret Nampijja¹, Nelson Langat¹, Linda Oloo¹, Kenneth Okelo¹, Ruth Muendo¹, Martin Kiyeng², Patrick Amboka¹, Mary Abboah-Offei^3,4, Anna Ray⁴, Patricia Kitsao-Wekulo¹, Elizabeth W. Kimani-Murage¹ & Helen Elsey⁴

¹African Population and Health Research Centre, APHRC, Nairobi, Kenya, ²Kidogo Early Years, Adams Arcade, Nairobi, Kenya, ³School of Health and Social Care, Edinburgh Napier University, Sighthill Court Edinburgh, United Kingdom, ⁴Department of Health Sciences, University of York, Heslington York

Rapid urbanization and increased involvement of women in paid work has contributed to the upsurge of informal childcare centres especially in low-income settings where quality is a major issue. However, there are limited data on the factors that contribute to the quality of childcare centres in informal settlements in sub-Saharan Africa. We conducted a quantitative observation and questionnaire survey of 66 childcare centres to identify the factors associated with the quality of childcare services in two informal settlements (Korogocho and Viwandani) in Nairobi. The quality of the centres was assessed using a tool developed based on a locally-developed assessment measure. Data on centre characteristics including type, size, location, length of operation, charges and number of staff were collected. Centre providers’ knowledge and practices in childcare were assessed through a questionnaire focussing on key areas of nurturing care and business management. The data were described using means and standard deviation or frequencies and percentages. Associations between the quality of childcare environment score and other factors were examined using multivariable linear regression analysis. A total of 129 childcare centres were identified and categorized as home-based (n=45), centre-based (n=14), school-based (n=61) and church-based (n=9) to correspond with the set up. The number of home-based centres was particularly high in Viwandani (n=40; 52%). Only 9% of home-based centres reported any support from external organizations and 20% had any training on early childhood development. Of the 129 childcare centres identified, 66 had complete detailed assessment for predictors of quality reported here. Unadjusted linear regression analysis revealed associations between quality of environment and centre provider education level, type of centre, support received, caregiver-child ratio, number of children in the centre, and centre provider knowledge, attitude and practices (KAP) score (p<0.05). However, with adjusted multivariable regression, only higher levels of centre provider KAP (B=0.53; [CI: 0.23, 0.84]; P=0.001) and type of centre (B=0.21[CI: 3.47, 14.94]; P=0.002) were significantly associated with the quality of the centre environment score. Other factors including duration of operation, centre provider: child ratio, education level of the provider and charges were no longer significantly associated with the quality of the centre environment. Our results show that centre provider knowledge and practices are a major driver of the quality of childcare centres in informal settlements in Nairobi. Interventions aimed at improving the quality of childcare- services in such settings should invest in equipping the centre providers with the necessary knowledge and skills through training and supportive supervision.

Researching with Children: Methodological and Ethical Considerations

Anil Khamis, PhD – The Aga Khan University Institute for Human Development

The East African region is witnessing a focus on the development potential of very young children to need their own individual needs, the uplift of their communities, and the nation as a whole (WHO NCF, 2018) with attendant policy developments with reforms in the education system including the roll-out of the competency-based curriculum (CBC) with two-years of pre-primary education and increased advocacy for greater financing to the ECD sector (UNICEF, 2021). The increased attention to the early years is welcome and raises challenges for researchers. These challenges include determination of evidence-based policy and programming, approach to study children that respects their autonomy, voice, and agency, and how children’s lives and thus needs are mediated within the family and community contexts as well as existing policies that construct a notion of ‘childhood’. Additionally, children are considered to be developing – physically, emotionally, and cognitively – and thereby lacking the ability to make decisions, such as informed consent, and their articulation of the research topic may be considered as incomplete (Madsen et al, 2016). This raises methodological issues such as data collection and data analysis approaches, strategies, and tools. It also raises more fundamental questions about research reliability, validity, and how research findings should be used, disseminated, and inform programming. This paper considers methodological approaches whereby children are considered active subjects in their own right and thus the ethical challenges this raises. The paper presents conceptual analysis as well as guidance to people who work with children to obtain authentic voices of the participants and empower children to inform researchers of their positionality in empirical studies

A multisectoral approach to Early Childhood Development: gaps and challenges in frontier counties, Kenya

Phyllis Magoma, Esther Chongwo, Joyce Marangu, Paul Otwate, Eunice Njoroge, Anil Khamis, Margaret Kabue, Amina Abubakar – The Aga Khan University Institute for Human Development (AKU – IHD)

Early years for children are critical since they constitute a period of fast growth and development. As a result, they need nurturing care through integrated services so as to enhance their holistic development. Working in collaboration with many sectors ensures a comprehensive cross-sectoral and more sustainable approach (Kibera, 2013). Multisectoral implementation of the nurturing care framework for Early Childhood Development (ECD) ensures that every child gets the best start in life and develops optimally. During early years, children are sensitive to interventions that ameliorate against the adverse effects of exposure to risk factors such as chronic poverty, malnutrition, and non-responsive caregiving (Naudeau, 2011). Research indicates that in low- and middle-income countries 43% of children less than five years of age are at risk of poverty, poor health, poor nutrition and other adversities. It is also estimated that 250 million children under 5 years emanating from low- and middle-income countries are at a high risk of not attaining their full developmental potential. Over 66% live in sub-Saharan Africa due to inadequate nutrition, poverty, and under stimulation in the home environment (Black, 2017). This paper presents findings of a situational analysis of ECD services and programmes that was undertaken in the frontier counties in Kenya. Interview guides were used to collect data. Purposive and snowballing sampling techniques were used to select 104 respondents consisting of 58 males and 46 females in the ECD sector. They included ECD teachers, parents, health care workers, religious leaders and county ECD coordinators. The interviews were audio recorded and transcribed. Transcripts were then coded in the NVivo programme after which, thematic analysis was done in line with the key objectives. Preliminary analysis indicates that some of the challenges and gaps in ECD services in the counties include lack of quality nutrition, poor physical facilities, inadequate access to healthcare, insecurity, lack of proper terms of service for ECD teachers and lack of early learning opportunities. Another major gap that was identified was lack of multisectoral coordination in ECD services provision in the region. To address the gaps and challenges participants were asked to recommend possible areas of interventions which included the need for a multisectoral implementation of nurturing care framework for early childhood development.

Perceptions of caregivers and healthcare workers on the development of an mHealth intervention in an urban informal settlement in Nairobi

Joyce Marangu, Amina Abubakar, Mark Tomlinson – The Aga Khan University Institute for Human Development (AKU – IHD)

While there have been advances in addressing undernutrition globally, low- and middle- income countries in Africa have experienced an increase in the number of children with suboptimal nutrition outcomes (Dwomoh et al., 2022). Children suffering from undernutrition often have poor developmental outcomes (Victoria et al., 2021). Caregivers in low-resource settings often have limited knowledge on tracking important health, nutrition, and child development indicators. We developed a digital intervention that sends parenting messages, and tracks various indicators for health, nutrition, and child development. To explore perceptions of caregivers and healthcare workers on caregiver and child health, nutrition, and development; and the facilitators and barriers to implementing digital intervention. The study was based in urban informal settlements in Eastleigh, Nairobi, characterized by a high-density population with a large number of refugees and low-income households. We applied a qualitative approach which involved key informant interviews (n=12) and two focus group discussions with caregivers of children below two years (n=17). Data were audio-recorded, transcribed and analyzed thematically using NVIVO software. Preliminary findings showed that caregivers perceived health, nutrition and responsive caregiving to be important for child growth and development. However, there was limited knowledge on nutrition for lactating mothers and complementary feeding. Exclusive breastfeeding was not followed by some of the caregivers, mostly because of participation in economic activities. While adherence to vaccination schedules was believed to be high due to reminders from the health workers and knowledge that it was beneficial, it was reported that some groups such as caregivers who abuse substances, and refugees experiencing language barrier were unlikely to adhere. Healthcare workers reported challenges in service provision among caregivers including refugees’ underuse of health services for fear of being arrested, low uptake of immunization among refugees due to ignorance, and poor feeding practices e.g., overconsumption of fast foods. Responsive feeding was also perceived to be a challenge with force feeding being reported as common. Perceived facilitators for successful implementation of the digital intervention included adequate training of the health workers and caregivers, use of local language and audio option to address low literacy levels, intervention being free of charge, sharing meaningful content, limiting the number of messages to one or two per week to avoid engagement fatigue, male involvement especially at recruitment, and confidentiality to enhance refugees’ participation. Some of the perceived barriers were internet costs, phone sharing, low level of smartphone ownership, phone loss, caregivers’ lack of time and non-motivated caregivers. Findings from this study could benefit researchers, policy makers and other stakeholders intending to implement interventions in similar contexts in their efforts to alleviate undernutrition and enhance the growth and development of young children.

Factors affecting nutrition status of Children in Lamu County

Eunice Njoroge – The Aga Khan University Institute for Human Development (AKU – IHD)

Overall child nutritional and developmental outcomes in the Arid and Semi-Arid Lands (ASAL) of Kenya are affected by numerous risks such as prolonged drought, extreme poverty, chronic insecurity, routine migration in search of pasture, limited access to safe and clean water, inadequate opportunities for early learning, and limited access to health services (Abdirahman et al., 2019). Rampant food insecurity owing to persistent drought hinders availability and access of adequate nutritious food as well as a diversified diet. Inadequate food and dietary diversity are a predictor of malnutrition (stunting, underweight, wasting), micronutrient deficiencies and developmental delays in children (Udoh & Amodu, 2016). Malnutrition predisposes children to non-communicable diseases which are associated with reduced life expectancy. According to UNICEF malnutrition in Lamu and ASAL areas is the highest in Kenya with alarming rates of stunting, wasting, and being underweight. Stunted children experience impaired growth and development due to recurrent childhood illnesses, poor nutrition, and insufficient psychosocial stimulation (Gassara & Chen, 2021). Stunting inhibits cognitive function development and higher mentation and therefore the capacity for learning (Chebet et al., 2022). The Aga Khan University Institute for Human Development undertook a household survey in eight villages of Lamu County to understand the environment and daily lived experiences of children and their primary caregivers. 150 households with children 0-3 years were randomly selected. To assess factors influencing nutritional status of children, assessments were made of caregiving practices, health-seeking habits, hospital delivery, initiation of breastfeeding within 1 hour after birth, continuity of exclusive breastfeeding, child dietary diversity, access to water, maternal mental health, and generalized anxiety. Simulation through play and communication activities like reading, storytelling and singing were also assessed using qualitative approaches. An important aspect of the research includes disciplinary practices caregivers use on their children and thereby to identify the use of perceived positive and negative disciplinary measures. Additionally, household food security was assessed using household food insecurity access scale. This paper will share the findings of the study including the descriptive analyses to understand prevalence of malnutrition and further data analysis using regression analysis will identify underlying factors and their effect on the nutritional status of children. The study will inform further intervention, programming, and county service strengthening to address specific and identified needs of the County.

Evidence-Based Programme Development to Bridge Policy and Implementation Gaps

Susan Nyamanya – The Aga Khan University Institute for Human Development (AKU – IHD)

According to the United Nations, Division for Social Policy Development (DSPD DATE), disability-inclusive development means that all stages of development processes are inclusive of and accessible to persons with disabilities. It requires that all persons be afforded equal access to education, health care services, work and employment, and social protection, among others. According to the 2019 census, 2.2% (0.9 million people) of Kenyans live with some form of disability with children under 5 years excluded. While early identification and intervention is key to helping children with disabilities achieve their full potential, most parents and caregivers lack the skills of early identification of disabilities for their children unless the disability is visible or when the children experience delayed development. The national survey conducted in 2017 (KISE, 2018) established that nearly a third of the county Educational Assessment Resource Centres (EARCs) have only one officer, making it impossible to carry out all the functions of the centre. Besides, the assessors posted to the EARCs are inadequately trained in functional assessment or lack necessary facilities and equipment to assess learners and trainees with disabilities. In 2022, The Aga Khan University Institute for Human Development undertook a situational analysis through desk review of the 10 Frontier County Development Council (FCDC) policies. The results indicate that only two had special units responsible for disability-inclusivity. Based on these findings, AKU-IHD is developing responsive courses on inclusive ECD. It is expected that the course will create awareness amongst policy-makers, parents, and ECD frontline workers to serve the needs of all children in Kenya.

Sources of risk and resilience for children from Arid and Semi-Arid Areas (ASALs) in Kenya: A qualitative study

Esther Chongwo, Joyce Marangu, Phyliss Moraa, Eunice Njoroge, Barack Aoko, Moses Esala, Martha Kaniala, Amina Abubakar – The Aga Khan University Institute for Human Development (AKU – IHD)

It is estimated that over 250 million children under-5 years in low and middle-income countries are at a risk of not reaching their full development potential (Black et al, 2017). Despite these risks there are those children who grow up and overcome the challenges (Masten et al, 2018). Children living in marginalized arid and semi-arid (ASALs) communities in Kenya are vulnerable to poor developmental outcomes due to a constellation of risk factors (KHDS 2014). However, there is a dearth of comprehensive data on sources of risks and resilience in these children. Systematic documentation of the risk factors for child outcomes will be key in quantifying the overall burden and informing policy. Additionally, understanding the factors that enhance coping and resilience in children from these marginalized arid and semi-arid communities is key to implementing targeted interventions. As a step towards the development of contextually relevant interventions, we conducted a situational analysis. The main aim of the study was to qualitatively document the community perceptions on sources of risk and resilience for children living in arid and semi-arid communities in Kenya. The study was conducted in 10 arid and semi-arid counties which are majorly marginalized communities in Kenya. These regions have the highest levels of poverty in the country and the lowest development indicators (KHDS 2014). Purposive and snowballing techniques were used to recruit 10 key informants per site with varied levels of involvement with early childhood development. A semi-structured interview guide developed by the research team was used. In total, we conducted 103 in-depth interviews with key informants. Of these, 45 were females and 58 were males. The mean age of the participants was 43.89 years (SD= 10.89 years). The interviews were audio-recorded and transcribed verbatim. NVIVO software was used for data management and analysis done thematically. Preliminary findings highlight several risk factors for poor child outcomes. They include female genital mutilation, early marriages, polygamy, poor maternal mental health, gender-based violence, food insecurity leading to malnutrition, insecurity, nomadism, poverty, and other climate change effects such as heat stress, floods, droughts and extreme cold at night. Some of the identified sources of resilience include responsive parenting, family support, exclusive breast feeding, communal child ownership, traditional activities such as dances, religious activities including madrasas where children start learning at very early age, school feeding programs, and natural adaptation of the children. This study recommends the urgent need to address the challenges that face children in these marginalized communities. Furthermore, necessitates the finding of innovative programs to protect and support the holistic development of these children.

Effectiveness of faith leaders in the delivery of the WHO’s nurturing care framework

Charles Ombonya, Tobias Aulo – ADS Nyanza

Faith leaders play a vital role in influencing their congregation’s gender perceptions and health-seeking behaviors. Thus, faith leaders are better positioned to organize and foster community participation in responsive caregiving as envisioned in the nurturing care framework. ADS Nyanza through support from Episcopal Relief and Development has been implementing the Moments that Matter (MTM) program. The MTM program is a community-based early childhood development program anchored on the WHO’s nurturing care framework targeting children 0-3 years with special emphasis on the first 1000 days. Cognizant of the critical role played by faith leaders, ADS Nyanza through the MTM sought to explore the effectiveness of faith leaders in the delivery of a nurturing care framework in a 24-month cycle. The program developed an engagement framework for faith leaders that clearly defined their roles, a co-designed training curriculum, and job AIDs. A total of five Faith leader consortia with a total of 150 members were formed and trained using the co-designed MTM curriculum in Siaya, Kisumu, and Homa Bay Counties. The faith leaders worked with 2899 primary caregiver households over a 24-month period. Firstly, the MTM program registered a significant increase in male involvement in responsive caregiving attributed to faith leaders’ advocacy for shared parenting. In terms of primary caregivers, a total of 58 out of 2899 (2%) primary caregivers were males at the start of program implementation whereas only 145 males participated actively in caregiving roles as secondary caregivers. At the close of the 24-month cycle, 869 males out of a possible 2899 (30%) had assumed roles as primary caregivers whereas 1740 males (60%) were taking active roles as secondary caregivers. The males exhibited increased confidence in caregiving duties such as changing the babies, bathing, feeding, making play materials, taking children to the clinic, and spending quality time with their young children. Secondly, the engagement of faith leaders enhanced the mental health and well-being of caregivers and reduced incidences of gender-based violence. Caregivers who had benefited from psychosocial support from the faith leaders reported reduced stress levels and improved self-esteem and confidence in caregiving. Incorporate faith leaders in the implementation of the WHO’s nurturing care framework for effective delivery.

Identifying affordable, contextually appropriate Inclusive Early Childhood Development approaches for children with disabilities

Charles Odol – Sightsavers/Inclusive Futures – Disability Inclusive Development (DID)

This project is part of an FCDO funded programme, implemented by a consortium of international NGOs and government stakeholders. It aims to identify affordable, contextually appropriate Inclusive Early Childhood Development (IECD) approaches. The concept was defined when stakeholders highlighted a gap in the provision of quality education for CWDs at ECD level. The participation of Organizations of Persons with Disabilities (OPDs) was core in design, management, and implementation, including the development of advocacy plans to ensure that engagement with duty bearers is systematic. Key focus areas included: the identification of CWDs, reviewing accessibility, improving classroom practice, strengthening home-based education for children with complex disabilities, training of service providers, supporting parents and sensitizing the community about the rights of CWDs. Project implementation is in three rural and three peri-urban schools in Homa Bay County and three schools in Turkana County, one each in Kalobeyei Settlement, Kakuma Refugee camp and the host community. Different NGOs support each area. Nine additional control schools are participating in research. Children with complex disabilities are supported in their homes by Learning Support assistants, some later transition to schools. School Based Inclusion Teams encourage project delivery at school and county level. The project is led by a Project Steering Committee, chaired by a member of a local OPD. Employing a system strengthening approach, we partner with the Ministry of Education, TSC, County government and other stakeholders ensuring that the project aligns with, and builds on, existing policies. A Situational Analysis of inclusive practices in IECD informed project design and implementation. A Cluster Randomised Control Trial is evaluating its impact, through monitoring educational (Competency-based) and developmental outcomes. Disability prevalence is measured using the UNICEF Washington Group Child Functioning Module and vital input from beneficiaries is gathered using focus group discussions. Data collection and analysis informs project adaptations. The presentation will emphasize the successes, challenges and learning in the project. Key questions will address what IECD interventions are affordable, contextually appropriate, sustainable, and scalable. We will consider how the interventions contribute to improved participation and outcomes for all children with disabilities, highlighting those that appear to have the greatest impact. We will also demonstrate how engagement of OPD members in the County Integrated Development Planning processes contribute to funding for IECD by County governments. We will suggest ways in which IECD might be scaled up and aligned with UNCRPD Article 24 and the Ministry of Education, Sector Policy for Learners, and Trainees with Disabilities (2018).

Influence of project approach on learner participation in environmental conservation activities among pre-primary learners in Kaiti constituency, Makueni County, Kenya.

Linet Kamene Mutua, Dr. Hannah Kang’ara, Dr. Monica Ituma – Chuka University

Learner participation in environmental conservation activities is key in ensuring learners gain skills of conserving the environment during their pre-primary years. In ensuring that learners participate in environmental conservation activities, teachers are expected to use instructional approaches that promote active participation of learners. The objective of the study was to determine the influence of project approach on learner participation in environmental conservation activities. Descriptive survey research design was used. The population of the study consisted of 119 head teachers, all the parents of pre-primary children and 238 pre-primary school teachers in Kaiti constituency. The sample unit was 65 head teachers, 30 parents of pre-primary children and 131 pre-primary teachers of the public pre-primary schools in Kaiti constituency. Data was collected using two research instruments which included questionnaires for pre-primary teachers and the head teachers and interview guides for parents. Qualitative data was analyzed thematically based on the research objective. Quantitative data was coded and analyzed using the Statistical Package for Social Sciences version 25.0. The study hypothesis was tested at 0.05 level of significance using Chi-Square. The findings of the study demonstrated that the project approach had significant influence on learner participation in environmental conservation activities. The findings of the study may benefit teachers, curriculum developers and policy makers in ensuring that pre-primary learners are taught using instructional approaches that promote learners’ participation in environmental conservation activities. The study recommends that the use of project approach should be promoted since it improves learner participation.

Supporting African communities to increase the Resilience and mental health of Kids with developmental disorders and their caregivers (SPARK)

Vibian Angwenyi et al The Aga Khan University – Institute for Human Development, Addis Ababa University, KEMRI/Wellcome Trust Research Programme – Kilifi, King’s College London, University of Oxford, World Health Organization

African children with developmental disorders (DD including intellectual disability and autism) and their caregivers experience severe challenges. Due to community stigma and parental blame, children with developmental disorders are often locked in their home. Most children with developmental disorders in sub-Saharan Africa do not attend school and receive no formal support. Affected families often live in poverty as care responsibilities mean caregivers are unable to work. Caregivers report severe stress and social isolation; many caregivers report mental health problems, including suicidal thoughts. To improve the wellbeing and mental health of children with DD and of their caregivers, research-based approaches will lead to the development and evaluation of a model of care with and for local communities. The project sites are in Kenya (rural Kilifi and Nairobi’s urban informal settlements) and in Ethiopia (rural Gurage and Addis Ababa). The project (2022-2024) incorporates training persons who know the local community well (e.g. health workers or teachers) to help them identify children with developmental disorders and to raise community awareness. The study will develop and evaluate a new Community Informant Detection Tool (CIDT), aimed to support the identification and referral of children with DD. Identified children will be referred to the new Caregivers Skills Training (CST) programme developed by the World Health Organization (WHO). The research will investigate how well the CST works, with a cost-effectiveness component to the study. The CST teaches caregivers strategies to support their child’s development and reduce challenging behaviors. Local community leaders, teachers, health workers and parents of children with developmental disorders in the development of the care model will be key to reduce the barriers to accessing health and education services and to overcome and promote community-based support and inclusion. Local communities and stakeholders in Kenya and Ethiopia, will be involved throughout the project’s implementation to ensure the care model proposed meets the local needs and fits within the existing health and education systems. Findings from this project will be shared and disseminated to local stakeholders, policy makers, and international partners to inform future implementation of care models for children with developmental disorders across the world.

Integrating Early Childhood Development into Adolescent Sexual and Reproductive Health (ASRH) services: A Qualitative Assessment on the needs and behaviour among teen mothers in Siaya County

Owuor A¹, Oguttu M ^1, J Nancy^1,Oketch’ T¹– Kisumu Medical and Education Trust (KMET)

This paper underscores the need to explore the behaviour and needs amongst teen mothers related to nurturing care and Sexual Reproductive Health (SRH) to inform a more holistic and targeted approach. The main questions addressed; what platforms exist for integration and inclusion of teen mothers in early childhood interventions? What are the specific needs and experiences in child care and SRH? We conducted a mixed-methods assessment of integration of NC services. Data collection was through Standard checklists administered by trained interviewers; In-depth interviews with teen mothers and adolescent girls; focus group discussions with teen mothers. A randomized Sampling method was used and the assessment was open to all teen mothers and adolescents who met the inclusion criteria (being 15-19 years of age and a parent of 0-3 year’s child). Data were obtained from a sample of 114 teen mums aged between 15-19 years. 89.78% had knowledge on childcare with responses like taking their children to the clinics; playing with them; bonding with children; practicing exclusive breastfeeding for the child; providing a balanced diet, with challenges; neglect and abandonment from the child’s father; lack of income leading to high dependence on others; social stigma and rejection from family members, early marriages; Difficulty in balancing school, house chores, and taking care of the child and their mothers were positive yet with limited resources. 91.23% reported having received first sexual education from school, health facilities, and their mothers. First sexual relationship between the age of 8 and 19 years with a mean age of 16, 97.37% had been in a consensual sexual relationship, 91.23% had knowledge on contraceptive methods but only 49.12% use a birth control method. To develop a holistic life, course approach that integrates nurturing Care into ASRH for the teen mothers but still design approaches that aim at reducing vulnerabilities among the adolescent girls and young women.

Revolution starts in the mind of a child: Introduction of vegetable cultivation for ECDE learners’ consumption in the quest to provide Vitamin components and conquering cultural beliefs against vegetables.

Alice Akiru, Nakadi Ang`elei, Fumiaki Murakami, David Omakada – Turkana County Government, Directorate of Early Childhood Development & Education and JICA

Turkana County is largely inhabited by nomadic pastoralists (the Turkana people); whose culture is aligned to livestock keeping, making livestock products their basic meal components. Vegetables are never part of this. Scientifically, vitamins found in vegetables are of great value to young children in boosting immunity and improving their growth and development. Introduction of Vege-lunch (Vegetable lunch) in ECDE learners` meals involves community engagement (ECDE teachers, learners, Committee, parents) in cultivation, enhancing sustainable long-term impact in the young learners` minds. The goal of this project is to ensure a communal revolution of value for vegetables through the current ECDE learners as they grow up, professionally coining the concepts with their routine learning in implementing the Competency Based Curriculum while the county government easily manages the progress data of this and other ECDE projects within its mandate. Practicality of the Vege-lunch project in stand-alone ECDEs in most rural Turkana communities has proved that cultivation of drought resistant vegetables like cowpeas is a case study of possibility of other drought-resistant crops growing in the area, and calls for more community sensitization on success chances of agriculture in the county; more research on varieties of crops and exploration of dry-land models of cultivation as is the Zai pits concept for ECDE. The project has demonstrated that historic reports of food aid in Turkana can be eradicated by influencing the self-reliability concept in ECDE learners and their communities, that despite their traditional pastoral life, they can explore agriculture and thrive through the drought seasons.

Influence of Nurturing Care Framework on Learner Participation in Pre-primary School Activities in Turkana Central Sub-county, Turkana County, Kenya

Joyce Chebet – Turkana County

Nurturing care plays an important role in promoting learner participation in pre-primary school activities. However, in Turkana Central Sub-county, participation of learners in pre-primary school activities has been a challenge with lower enrollment rates and eventual high dropout rates. This study sought to assess the influence of the nurturing care framework on learner participation in pre-primary school activities in Turkana Central Sub-county, Turkana County, Kenya. The study was guided by the motivational theory and theory of learner participation. A mixed methodology was applied and the concurrent triangulation design. Target population consisted of 35 head teachers, 153 pre-primary school teachers, 490 parents’ representatives and 606 learners totaling 1284 from which a sample of 305 respondents (10 head teachers, 110 pre-primary school teachers, 10 parents’ representatives and 175 pre-primary school learners) was determined using the Yamane’s Formula. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Science (SPSS Version 23) and presented using tables. The study established that the learner enrollment in pre-primary schools in Turkana Central Sub-county stands at 67.9% against a national aggregate of 92.7% with different aspects of nurturing care framework such as good health, security, nutrition practices and provision of opportunities for early education not fully practiced. The study recommends that the County Government should partner with stakeholders in pre-primary school education and other donors to ensure effective implementation of nurturing care framework as a mitigant to low learner participation in pre-primary school activities.

Play-based pedagogies for early learners in the African context: a scoping review

Margaret Nampijja^1*, Silas Onyango¹, Kenneth Okelo¹, Ruth Muendo¹, Maurice Mutisya¹, Miriam Ngarega¹, George Evans Owino², Patricia Falope³, Tolulope Ojo³, Samuel Salama³, Amy Panyi³, Yetunde Oluwatosin⁴, Nuha Jatta⁴, Haleinta Bara Traore⁴, Abdoulie FR Jadama⁵, Hamidou Jawara⁵, Moses Abiero², Patricia Kitsao-Wekulo¹, and Lynette Okengo²

¹African Population and Health Research Center, ²Africa Early Childhood Network (AfECN), ³Early Childhood Development Initiative, ⁴UNICEF West and Central Africa, Regional Office, and ⁵University of The Gambia

Teacher professional development does not always focus on building skills in play facilitation, a gap that warrants addressing. This is in addition to limited data on how effective teachers in Africa are being trained and supported to facilitate these approaches. While African governments have committed to implementing learning through play (LtP) in pre-primary education, through national policies and guidelines, challenges exist with the implementation. We conducted a scoping review to gain insights on the LtP models that have been successfully used in Africa to inform our model development. We searched and retrieved from different sources 3017 articles including gray literature using titles and abstracts. A total of 64 articles were found to be eligible after full-text review. We focused on [1] What are the existing LtP approaches that have been or are being used in ECE in the African context? [2] To what extent were the models effective and what were the contextual factors and mechanisms that contributed to their success? [3] What challenges/barriers were experienced? [4] Which aspects of these LtP models can be adapted and incorporated into the Tayari model? Findings: The review revealed that play has been successfully used in Africa to promote learning and teaching, mainly in South Africa. Games, music, and riddles are used and different approaches including free play, guided play, and structured play have been employed utilizing indigenous games and culture to promote learning. Teachers’ knowledge and skills in play-based learning were critical yet lacking. Limited integration of play in the learning curriculum, negative attitudes/misconceptions towards play, and lack of play materials and space were common barriers. The findings indicate that play-based learning is feasible in the African context. Building teacher capacity through training, mentorship and supervision, integration of learning through play in the curriculum, provision of resources, and sensitization of parents and the community to support learning through play will promote effective utilization of the pedagogy and ultimately optimize learning in the African context.

Evidence to action: improving responsive caregiving practices of women who use drugs in Kakamega County

Stephen Ikonya¹, Allan Ragi²,Jack Ndegwa ³, Sylvia Ayon ⁴, Beatrice Awino⁵– Kenya AIDs NGOs Consortium (KANCO)

HIV prevalence among women who inject drugs in Kenya is estimated at 44.5%, compared to the general population at 5.6%. Though harm reduction services have recently been introduced, women continue to have difficulties in accessing key services for HIV prevention care and treatment, cascading down to their children. Following an exploratory research on social determinants to accessing sexual and reproductive health services among women who use drugs in Kenya, KANCO has been implementing a pilot project aimed at improving responsive caregiving practices of women who inject drugs in Kakamega. The KANCO Boresha Uzazi project is being implemented in Kakamega, at a Drop in Centre providing harm reduction services among women who use drugs. The project has been using three main strategies including skills building on nurturing care for early childhood development, health action days and documentation of parenting experiences among women who use drugs. Positive parenting skills training has been conducted among these women and health services targeting women and children are being implemented through outreach services. Women who use and inject drugs are open and receptive to training on nurturing care for early childhood development, which have enhanced their skills in responsive caregiving and stimulation. Combining health action days with outreach activities is likely to result in more women and their children being reached and enhancing access to HIV prevention and treatment services among other key health services that improve the well-being of their children. There is a necessity to develop targeted interventions that aim to enhance access to health services among women who use and inject drugs and their children. When delivered in community settings, these are likely to have better reach and better ECD outcomes. Documentation of parenting experiences is ongoing.

Barriers to an enabling nurturing care environment for children under day-care settings in Kajiado County

Stephen Ikonya¹, Allan Ragi²,Jack Ndegwa ³, Harriet Namale⁴, Angela Sintoyia⁵ – Kenya AIDs National Consortium (KANCO)

Children of mothers working in the informal sector are linked to increased poor health and nutritional outcomes due to gaps in childcare standard operational procedures, regulations, policies and budgetary allocation for children aged 0- 4 years. There is also little or no funding for the day-care centers for improving service delivery. The research questions: What are the socio-economic challenges facing childcare providers? What is the childcare policy landscape and its effects on the nutrition outcome of children in daycares? The study employed qualitative and quantitative approaches. In-depth interviews were conducted with 36 mothers of children aged 0-4 years, supplemented by interviews with 2 stakeholders and five focus group discussions with parents of children aged 6-23 months in groups of 7-10. Questionnaires were administered to 38 daycare owners. Thematic analysis indicated that: Low income, financial instability, limited knowledge on food groups, low male involvement, child neglect, low exclusive breastfeeding rates, poor hygiene, space and staff limitations as barriers to an enabling maternal, infant and young child nutrition at the centres. Daycare data indicated: 81% were unregistered; 90% lacked children records; 95% had only one caregiver with no or little training on nutrition and responsive feeding; 75% did not have play materials; 80% charged less than 1 USD per day and lacked access to credit. There is need for increased and focused investments in the early years of life to promote quality care within daycares; Development and implementation of a childcare bills and policies; Formation of Multi Sectoral forums for increased accountability and advocacy for increased resources; Governments to offer community child care services at subsidized rates; establishing short term training for caregivers to enhance their capacity on nutrition and responsive feeding and standardization, monitoring and strengthening of child care facilities.

The impact of financial inclusion on nurturing care for Early Childhood Development in the informal settlements: a quasi-experimental approach

James Kimani¹; Stephen Njuguna²; Jane Wanjiku³; Pauline Njoki⁴ – Sustainable Agribusiness Programme (SAP Kenya)

The aim of this study is to assess the impact of financial inclusion on Nurturing Care for Early Childhood Development in Nairobi and Kajiado informal settlements. Since the outbreak of COVID 19, the unfortunate reality is that the income gap has widened among families with limited access to financial services. Children of mothers in the informal and marginalized communities’ under-five years fail to achieve their full developmental potential due to their income gaps and limited access to financial services. Financial inclusion plays a critical role in promoting the financial well‑being, as well as children’s holistic development. Sustainable Agribusiness programme together with Dimewise Social Enterprise ltd will develop, implement and evaluate the impact of financial inclusion on Nurturing Care for Early Childhood Development in the informal and marginalized communities in Nairobi and Kajiado Counties.The study will employ a quasi-experimental design and will use a mixed-methods approach combining quantitative and qualitative methodologies. In one of the cohorts is 100 caregivers accessing savings and credit facilities to spur their economic empowerment and nurturing care for early childhood development. On the other hand, 100 caregivers receive standard care provided by community health volunteers. Child developmental outcomes will be assessed for both cohorts. Feasibility of the intervention and its performance will be compared across the two cohorts to assess its effect on women economic empowerment and nurturing care domains. The findings will provide evidence on the relationship between financial inclusion and nurturing care for early childhood development outcomes. The results will inform the scalability and sustainability of the project and inform ECD policy.

Creating an enabling environment for Early Learning through Play in Health facilities

Emmaculate Otieno and Abella Owuor- Kisumu Medical and Education Trust (KMET)

Early abilities make it easier to learn new skills, as well as build confidence and the motivation to learn more. Science has proven that the period between pregnancy to 3 years is a critical time of massive brain development. One key component of Nurturing care in this stage is creating opportunities for early learning through play which starts during infancy and continues throughout life. Through play children learn to socialize, to think, to solve problems, to mature and most importantly, to have fun. Play also connects children with their imagination, their environment, their parents, family and the world. Therapeutic play reduces anxiety during hospitalization and pain; improves relationships with health professionals; improves the behavior and attitude of children to the disease and the procedures; and relieves feelings of fear, anxiety, and insecurity. play interventions distract and amuse the children, making them forget where they are transporting them to a world of illusion and happiness. In these earliest years, the health sector is uniquely positioned to provide support for nurturing care yet very little or no attention has been given to this component in health facilities. During our baseline assessment in 17 facilities in Homa Bay County, only Seven (7) facilities had child friendly materials (i.e., toys, Hula hoops, Ropes, Balls, drawing books, Modeling clay etc.) but limited to children on HIV care. In one of the facilities, play materials were available but locked in cupboards for fear of being stolen.in one of the facilities, the play area was converted into a research room. Generally, more focus was given to conventional treatment of diseases with very little engagement of the pediatric patients. To bridge this gap, KMET, through the Smart Start Initiative project, trained a total of 68 health providers and 68 Community health volunteers on nurturing care for early child development. Each of the facilities was then provided with play boxes, Early child development age-appropriate play posters and counseling Flip charts. As a result of KMET’s interventions: There was increased interaction of healthcare workers with children enabling them to identify and manage developmental milestone early; Play items were availed in all departmental touch points; Play spaces were re processed and equipped with play items and those who initially had no play spaces identified, secured and children allowed to play. In so doing all children were given opportunities to play without discrimination of their ailments or statuses and their hospital stay was also greatly reduced.

To be in compliance with the Nurturing Care Framework: All Children must be reached.

Omolara Otujo – Foundation for the Promotion of Childhood Care and Development (FPCD) in Nigeria

Neonates go through a long and protracted period of infancy during which time they receive from their mother or caregiver; care, attention, nutrients, communication and stimulation they require to survive. The nurturing received during infancy also enables a rich nexus of nerve connections between the neutrons of the brain to grow and connect with one another.” The study adopted qualitative research design. The population for the study was all stakeholders that are working with or have disadvantaged children (parents, schools, community leaders, Non-governmental organizations, inclusive centres etc). The samples for the study are two (2) Coordinators of NGO Network, three (3) Women Association leaders including faith-based, Ten (10) community leaders, ten (10) Head-Teachers/ ECE teachers, five (5) School proprietors, ten (10) Home-based parents, five (5) community ECE coordinators, five (5) NGO leaders, ten (10) inclusive centres. Altogether 60 in all. The study used structured interviews to generate data. The findings showed that a lot needs to be done in Nigeria to make every child inclusive. Recommendations are made to all stakeholders especially policy makers to scale up policy to meet the needs of all children in Nigeria, community leaders and parents to stop hiding children with disabilities and to be encouraged that there is ability in disability, ECE teacher and caregivers to be observant in recognizing ailment such as hearing loss, visual impairment, slow learning, autism, hyperactive (usually given negative tag), down syndrome, physical etc. and to recommend appropriate reference promptly.

Empowering women through provision of quality childcare services and strengthening their capacities to engage in paid labor opportunities: Evaluating the effectiveness of the Kidogo model in informal settlements in Nakuru

Linda Oloo¹, Patricia Kitsao-Wekulo¹, Nelson Lang’at¹, Margaret Nampijja^1,Silas Onyango¹, Kenneth Okelo¹, Martin Kiyeng², Elizabeth Kimani-Murage¹

¹African Population and Health Research Centre, APHRC Campus, Manga Close, Off Kirawa Road P.O. Box 10787-00100, Nairobi, Kenya, ²Kidogo Early Years, P.O. Box 2122-00505, Adams Arcade, Nairobi, Kenya

Background Our study aimed to identify a scalable childcare model for enhancing the economic outcomes of women living in low-income communities in Kenya, to balance childcare and economic productivity. Methods: We used a quasi-experimental design with intervention and comparison arms. The intervention arm comprises women using childcare services from the Kidogo spokes (n=102) while those using childcare services from other centers form the comparison arm (n=148). We used a mixed-methods approach that combines quantitative, and qualitative data collection methods, and engaged sub-county and county health departments to guide the selection of specific sites for the study. Findings: Preliminary findings indicate potential benefits of the intervention on both mamapreneurs and mothers ‘outcomes with regards to total income earned (effect size= 0.54; 95% CI: (0.04, 1.04)) and the time allocated to household tasks (effect size=0.72; 95% CI: (0.20, 1.24) for the mamapreneurs; and (effect size=0.35; 95% CI: (0.09, 0.61) for primary caregivers’ time allocated to household tasks. Mamapreneurs indicated that they regularly attended the community of practice meetings, and training and mentorship sessions suggesting that these were feasible and acceptable within this context. They also put into practice what they have been trained as noted through improvement in the quality of childcare facilities. The model improved childcare service provision and enabled mothers to concentrate more while at work. There is a need for more sensitization on the importance of government involvement in quality childcare service provision and more sensitization of male caregivers to be more involved in childcare.

Lessons from Scaling Up Quality contextually relevant ECE in Nyanza Region.

Everlyne A. Okeyo, Harrison Kamau et al – Madrasa Early Childhood Programme – Kenya (MECP-K)

The MECP-K, an affiliate of Aga Khan Foundation (AKF) East Africa, through its transition to scale initiative aimed at scaling impact of the five core components of the well-established MECP ECDE model. For over 40 years MECP has been engaged in providing quality ECD services anchored on a globally informed, locally rooted ECDE model. The initiative was implemented between 2019-2021 and aimed at delivering a holistic preschool model in Kisumu and Kisii counties. Overall, the purpose was to learn how the model can be effectively and efficiently integrated into pre-primary schools. In order to assess the effectiveness and impact of this model into new regions, a series of performance indicators were developed for the collection and analysis of data to inform its success. The indicators focused on areas of gross and fine motor skills, cognitive functions, receptive and expressive language, and socio-emotional capacities for 10,000 boys and girls aged 4-5 years. In collaboration with county governments of Kisumu and Kisii, MECP-K delivered a one-year Teacher Continuous Professional Development (TCPD) course to 334 pre-primary teachers from 113 schools. Additionally, the schools received teaching and learning resources that supported improvement of the early learning environment. To ensure quality and sustainability, MECP-K worked collaboratively with the government to improve ECD county officers’ knowledge and skills to strengthen ECD service provision. The MECP teacher professional development plan follows a six-step process that includes needs identification, training, on-site support and mentorship, critical reflection sessions, certification and post certification support. Various authors contend that effective TCPD must first recognize and address the specific needs of teachers (Bredeson, 2003:9; Muijs, Day, Harris, & Lindsay, 2004:291). Once these needs have been identified, activities need to be properly planned to support teachers in applying the knowledge and teaching methodology creatively and confidently (Anderson, 2001:1). The findings of the evaluations showed increased scores in most areas assessed. For instance, the proportion of boys and girls with improved cognitive functions had an average baseline score of 35.8% and an end line average score of 47.2%, indicating 11.4% positive gain in this area. Other areas assessed were gross and fine motor skills, receptive language and expressive language and socio [1] emotional capacities registering positive gains of 5.2%, 14.5% and 20.4% respectively. MECP-K recommends development of bespoke courses, intensive mentoring and support programs, post certification support and development strategies to support teachers to continuously replenish early learning environments. The MECP-K, an affiliate of Aga Khan Foundation (AKF) East Africa, through its transition to scale initiative aimed at scaling impact of the five core components of the well-established MECP ECDE model. The 2-year initiative aimed at delivering a holistic pre-school model in Kisumu and Kisii counties. To assess the effectiveness and impact of this model into new regions, a series of performance indicators were developed to track progress and success. The indicators focused on areas of gross and fine motor skills, cognitive functions, receptive and expressive language, and socio-emotional capacities for 10,000 boys and girls aged 4-5 years. MECP-K delivered a one-year Teacher Continuous Professional Development (TCPD) course to 334 pre-primary teachers from 113 schools. The schools received teaching and learning resources and county ECD officers were capacity strengthened to enhance ECD service provision. The MECP teacher professional development plan follows a six-step process that includes needs identification, training, on-site support and mentorship, critical reflection sessions, certification and post certification support. The findings of the evaluations showed increased scores in most areas assessed. For instance, the proportion of boys and girls with improved cognitive functions had an average baseline score of 35.8% and an endline average score of 47.2%, indicating 11.4% positive gain in this area. Other areas assessed were gross and fine motor skills, receptive language and expressive language and socio-emotional capacities registering positive gains of 5.2%, 14.5% and 20.4% respectively. MECP-K recommends development of bespoke courses and adhering to a robust teacher support program.

Male Caregivers’ Routine Activities and Children’s Social Play in Nyando Sub-county, Kisumu County, Kenya

Victor Sakwah, Tobias Aulo – ADS-Nyanza

Incorporating children’s play into male caregiver’s daily routine makes play and quality interaction between male caregivers and their children easier, a regular and expected part of the day, rather than something that is seen as an additional or optional activity especially for male caregivers evidenced to have little time with their children. It becomes more beneficial, accessible and less overwhelming for male caregivers especially when social play activities are attached to routine activities that impact on the socio-economic well-being of the family. ADS-Nyanza courtesy of Episcopal Relief Development, conducted a formative research to help gain insights and inform interventions for male caregivers spending quality time of at least 15 minutes a day in social play with their children for holistic growth and development. The study established that incorporating play into daily routine activities promotes nurturing care and helps male caregivers build stronger relationships with their children, understand their interests and needs, which make it easier to connect with them and facilitate play. To investigate how social play activity can be incorporated in male caregiver’s busy schedules. Qualitative research design using in-depth interviews, observation and focus group discussion. Participants were recruited from caregiver support and learning groups and faith leaders’ consortium within ADS-Nyanza program sites in Nyando sub-county, Kisumu County. A purposive sampling of 80 participants involving male caregivers, female caregivers, parent-in-laws and faith leaders was selected to ensure diversity in terms of age, gender, ethnicity, opinion and socio-economic status. The ranked priorities were: key reasons for male caregivers’ limited involvement in their children’s activities and how children’s activities can be incorporated in their father’s daily routine activities. The results of the study revealed several parameters of getting male caregivers involved in the activities of their children that include: incorporating children’s social play in their activities as one of the priorities, eliminating the perception that playing with children is only a woman’s affair, reminding fathers that playing with their children cannot be perceived by peers as being “lesser male caregiver”, attaching social play with children to a family’s livelihood activity, and making social play with children a growing or nurturing process but not an event. The findings on these parameters given the range of values between 0 (lowest) and 1 (highest), on average had a mean value of 0.908. This implies that these measures are very much applicable and can therefore play a significant role as far as incorporating social play in the fathers’ routine of activities. The findings of this study underscore the need for strategies to help male caregivers in incorporating social play into their daily routine activities in order to promote children’s social and emotional development.

TTK Daycare best practices informing child outcomes over time.

Chepkoech Faith, Mildred Obuya and Naleke Konchela – Tiny totos Kenya

Tiny Totos Kenya (TTK) is a social enterprise from Kenya that works to upgrade childcare services amongst private, often home-based, informal daycare providers in Nairobi’s informal settlements. Currently, we have partnered with 183 daycares and through our support, the daycare managers are given access to training, mentorship and peer sessions so that their daycares can be a haven where the children under 5 can thrive. Recognizing that women running daycares are doing so primarily to make a living, we take a holistic approach in helping them improve standards. We make sure that we address the quality of care and stimulation children receive by upskilling the childcare skills of women running these daycares. Through our best practice approach, managers equate improved childcare services with improved earnings for themselves, and gain personal motivation and commitment to improve standards of care for children.

Inclusion of children with disabilities in ECDE in Kenya: what do parents, teachers and children understand, perceive and experience? Findings from an inclusive qualitative study.

Mary Wickenden, Josephine Njungi, Brigitte Rohwerder – Institute of Development Studies, UK.

The presentation will describe and discuss our participatory, inclusive qualitative study exploring understandings, perceptions and experiences of teachers, parents and children with disabilities of inclusive ECDE in Homa Bay and Kakuma. The research was part of a larger UK (FCDO) government funded project (DID) trialing a model of inclusive ECD with multiple interventions, at school and community level and with key government actors. We worked with 9 peer researchers, local people with disabilities. After training in inclusive qualitative methods they ran focus groups with teachers, parents and children with disabilities in the two districts, supported by a Kenyan consultant. The findings from a participatory thematic analysis showed broad support for the idea of inclusion of children with disabilities in mainstream ECD classes, but also ambivalence, with some believing that segregated schooling if available would be a better choice. There were concerns from teachers about their own level of knowledge and skill and the need for further training and classroom resources such as teaching materials and toys. Parents were also concerned about teachers’ skill level, safety and protection of their children, and some reported negative attitudes in school and the community which could lead to bullying or other negative treatment. The children were generally positive about going to school and enjoyed playing with other children and receiving food. The impact of poverty on families was clear in both settings, but more pronounced in Kakuma. Working with peer researchers had clear benefits. A follow up study will take place in 2023.

Redefining education in emergencies: critical review of early years intrigues in refugee camps and host communities

Hudson Ouko Ph.D – Kenyatta University

Education in emergencies has been identified as key to promoting equity, development and placement of the refugees, yet it is not the case with refugees and host communities. The Borderless Higher Education for Refugees (BHER) initiated in 2010 was a key intervention in bringing university education to refugees in Dadaab, Kenya. Little is however happening to make similar intervention for the early years learners. This paper explores Kenyatta University’s role in the BHER project. It looks further on the challenges in intervention on the early grade education in the refugee and host communities of Dadaab and Kakuma. The paper will draw from a broad review of literature and hands-on experience. BHER programmes will form key resources to this paper. So far, BHER projects face challenges too despite their positive impact in both the camps and refugee host communities. The paper explores strengths, weaknesses, opportunities, threats (SWOTs). The guiding questions will be; what are the weaknesses of BEHR programmes in Kakuma? What interventions are there for the refugee and host community children in early years? What are the opportunities for the early year’s education in the refugee camps and host communities? How can we redefine education in hardship areas including refugee camps in Kenya? This paper will analyze and document the state of education in refugee and host communities to inform service providers in a bid to alleviate the high craving for education. Challenges so identified will form a basis for evidence for action and working collaborations among stakeholders.

A good way for all Children with Focus On Childcare, Nurturing and Protection for Children accompanying their mothers in Prison, those Institutionalized and those left behind.

Christine Odero and Jane Kuria – Faraja Foundation

Children accompanying their parents in Prison who are under 0-4 ages have been a forgotten lot for many years. Currently, there are 18 Women Prison in Kenya; Langata Women’s Prison being the only Female Maximum-Security Institution in Kenya overseeing large entry, stay and exit of 400 children of imprisoned parents annually. These children are exposed to the normal prison routine that is not child-friendly and are exposed to all characters of inmates; an attribute that does not- guaranteed the safety, protection and nurturing of these children. Through the prison open door policy, Faraja Foundation addressed the safety issue by constructing a modern daycare where the children spend their time during the day and only join their parents in the evening. The caregivers of the children are the inmates, and we advocate that preferably the parents are allocated the caregiving duties. This will create enough time for the children to bond with their parents in their care and nurturing. There has been a lot of advocacy by Faraja and stakeholders to ensure the safety and protection of the children which resulted in the development of the Kenya Prison Service child policy that was launched in 2021. The DCS in partnership non-state actors including Faraja are working to develop a guideline policy that shall inform a lay-out for sustainable approaches in safeguarding the interest of children. Faraja lobbies the government to act in the best interest of the children accompanying and those between 0-4 who are left behind by their incarcerated parents.

Male Involvement in child Nurturing care

Grace Oduor, Tobias Aulo – ADS-Nyanza

ADS Nyanza through Episcopal Relief and Development support is implementing an ECD program – the Moments that Matter (MTM) program which emphasizes the first 1000 days and targets children 0-3 years. To spot the importance of the male involvement in child nurturing with emphasis on play and learning material development for holistic development of children to reach their potential. Engagement framework for caregivers for a 24-month cycle through caregiver support and learning group meetings, home visits, and male dialogue meetings. A substantial increase in male involvement in nurturing care was noticed in 450 secondary caregivers (66.4%) out of 678 who participated in the male dialogue meetings out of which 60% of them have taken the initiative of developing play and learning materials from the local available materials for their children. The initial figure at the onset was 26 out of 678 male caregivers. Male caregivers now create meaningful time to play with the children – something they considered a waste of time initially. They have even gone further to create safe playing spaces around their homes for the children where they supervise them during play. Improved child-father bonding, savings on finances, and enhanced cohesion within families thus greatly reduce gender-based violence issues and child neglect, insecurity, gender inequities, and poor mental health that reduce caregivers’ capacity to protect, support, and promote young children’s development. Male involvement in nurturing care, especially through play is key.

Comparative analysis of the literacy and numeracy assessment for children in Daadab refugee camp in Kenya

Samuel Mburu, Jane Maweu, Gladys Agola, Elijah Makaye and Lucy Tengeye – Save the Children International (SCI)

Getting marginalized and vulnerable refugee children back into learning, in physical school facilities when it is safe to do so; helping ensure that children who are unable to return to school receive contextually appropriate and operationally feasible learning was challenging, due to impact of COVID 19 pandemic on education that left many children in refugee camps vulnerable because their parents could neither afford home-schooling nor online classes. COVID 19 left many children in Dadaab camp vulnerable. Parents could not afford home-schooling and on-line classes for them. To compensate for the lost learning of children aged 7- 10 years during the pandemic, Save the Children (SC) introduced digital learning in the camp through the ‘safe back to school’ project from December 2021- January 2023 aimed to improve their literacy and numeracy skills. The project targeted a total of 320 male and 320 female children as direct beneficiaries. The tablet-based completely offline system-a child-directed, personalized system with no instructor input, presented literacy and numeracy curriculum with interactive tutorials to learn foundational digital literacy and numeracy skills verified by EGRA and EGMA tools to help recover lost time during COVID-19 pandemic. The evaluation used a quasi-experimental design as the principal approach of evaluation with an equal number of respondents from the intervention and control group. The approach allowed a comparison of learning outcomes between the two groups and assessed the net effect produced by the project’s intervention. Several tools were used such as; IDELA, Literacy boost and Numeracy boost assessment tools. Children from the intervention schools performed better than the control schools in literacy boost. However, the grand mean score achieved by them was still below average. Children from both the control and intervention groups achieved remarkably higher mean scores in the numeracy boost. Overall, significant difference by ANOVA test between intervention and control group (P= 0.033 <.05) on literacy boost scores and percentages was achieved by the children, ANOVA test on numeracy skill assessment showed no significant statistical difference between intervention and control group (P=.117> .05). In IDELA assessment, children performed equally very well from both the intervention and control group, although no difference was found in their performance. Notably, learners with disability attended class more in intervention than control sites, and literacy outcomes were better. All the teachers from the intervention group were found with “high” confidence in teaching based on the questions asked to them. The teachers were found knowledgeable and confident in developing work-plans for children with disabilities. Children liked the integration of digital technology in their learning and stated that it helped them to understand their lessons better. The teachers appreciated the use of digital technology in the classroom. According to the teachers, both girls and boys equally participated in the learning. The study recommends that digital learning can be scaled up and learners observed for a longer period of time with rigorous methodology applied to allow plausible results that can be attributed to the interventions. Further training of teachers in digital proficiency can contribute to their confidence in teaching and engaging with learners with disabilities. In addition, support the home learning environment by providing books and materials to all children so that learning can also continue at home and not just school.

Pre-primary education in Kenya: hits and misses on policies, legislations and financial investment

Ibrahim Alubala, Geofrey Tanui, Brian Kenor and Samuel Mburu – Save the Children

The development of a society is anchored on a practical and progressive education system. It is the foundation for human development, and economic growth and an accelerator of modernity. It is against this backdrop that the importance of Early Childhood Development (ECD) cannot be gained. Granted, a society that is desirous of reaping the maximum benefits that accrue from an education system must invest consciously and deliberately in (ECD). This article examines Kenya’s investment in pre-primary education from two standpoints; Firstly, the policy and legal framework regulating the operation of pre-primary education and secondly the financial investment in pre-primary education programmes at both national and sub-national (county) levels. The study adopted a desk review of documents and data relating to basic education incorporating holistic child development. Basic education performance indicators such as the budget allocations, enrolment, pupil -teacher ratio and average school size were reviewed with an aim of assessing the right to basic education in general, and holistic skills development in particular. The documents reviewed included the Kenya Budget documents at national level and the specific counties including Turkana, Wajir, Bungoma and Garissa. The scope of the review of these budget documents was the financial year 2018/19 to 2021/22. The assessment also encompassed review of legal and other policy instruments, both local and international, that speak to the education sector in the country. The study shows that there is a remarkable improvement in the policy and legal environment underpinning holistic child development at pre-primary education. However, budget analyses demonstrate underfunding for pre-primary education programmes in comparison to primary, secondary and tertiary education. Additionally, the analysis could not trace allocations for holistic child development while further analysis showed that the funds allocated for pre-primary education in the country are below the allocations made to the sub-sector by other countries. Similarly, the average pupil teacher ratio stood at 37:1 in 2019 against a recommended ratio of 25:1. This study recommends increased funding to the pre-primary sector at both the national and county level, recruitment of more teachers and adequate provision of enough learning materials is crucial to improve the quality of basic education.

Role of Parental Care Centers (PCCs) in building community sustainability around Nurturing care.

Build Africa Kenya – Street Child International

Build Africa Kenya had introduced an inclusive Early Childhood Development intervention in Nakuru (rural areas of Gilgil) and Turkana counties (Kakuma, Kalobeyei and Letea Wards). The focus was to develop more holistic ECD delivery – including cognitive skills, health, nutrition and social development – in the community and established ECD Centres, to benefit preschool children aged 3+ and their families. This concept was grounded on an overriding problem of lack of holistic community-based and parental ECD learning support and non-inclusive ECD Centres with integrated provision for pre-school children to flourish in health, nutrition, sanitation, safeguarding and early cognitive stimulation. This gap is also backed up by the UNICEF Kenya report for 2020-2022 report further indicating that more than a quarter of children under the age of five, or two million children in Kenya, have stunted growth and 52.5% of children in Kenya are multidimensionally poor hence the need to build strong community and parental contribution on elements of nurturing care. Compounding this is teachers and caregivers ill equipped with ECDE skills. BAK developed a Model of Parental Care Centre (PCCs) to address this gap and increase parental holistic educational skills and aptitude development among pre – school children of ages 3+ and ensure that the knowledge gained in the Parental Care Center is applied by parents to support their children’s early development and education. This was also targeted to bring in fathers, who, as per our internal assessments, viewed ECDE as a mothers “thing” for which they did not play any role apart from food on the table. The model further envisioned to improve access to assistance/support with critical health and nutrition issues (vaccinations, immunizations and provision of Vitamin Supplements) among pre-school children and to increase parental and caregiver provision of access, knowledge and capacity to support their children’s preschool education at years 3+. The model therefore centrally placed parental engagement in the LFL program with the following key elements; Manuals: BAK developed parenting and Community Based Trainers and Mobilizers Manuals (CBTMs) in order to equip caregivers with the skills and knowledge to support their children’s education. CBTMs use these manuals to deliver parental learning sessions at PCCs. The manuals further integrate nurturing care and development of core CBC competencies at home level. The Parenting manuals deal with issues of nutrition, care, safeguarding, identification and prevention of abuses such as child labour and neglect at home and community. CBTMs: CBTMs received intensive training on delivery of manuals to parents and coordination of all PCCs. They are also tasked to link PCCs to local government Public Health Officers to guide health and nutritional supplementation support. They are also BAK Focal Persons within the community on Safeguarding as well as formation of Community Safeguarding structures (security agencies, community leaders, church/mosque, youth and women leaders) as well as inter-agency safeguarding forums for referrals, technical expertise and leveraging services for children from such agencies. Parents: CBTMs trains parents on responsive caregiving and other roles on NC so that in turn they will support holistic ECD after they gain knowledge on how they can contribute to children’s growth and development, safety and protection and opportunities of early learning. The CBTMs and parents meet twice per month for 2 hours per session. This session is critical in ensuring community of parents who watch over not only their children but any child at the risk or abuse of being abused, often, people keep away because they lack reporting or referral structures which are confidential and they can trust so as not to damage relationship within family and community or risk, in some cases where culture is involved like FGM, Early/arranged marriages stigmatization, isolation, resentment/anger and in some cases, violence. Health Linkages- BAK linked parental care centers with preschool health and nutrition services from nearby dispensaries so that children will access regular deworming and Vitamin A supplementation from the Ministry of Health. BAK believes that adherence to vaccination drives respond to outbreaks and require travel to government health facilities and proper nutrition services will reduce widespread malnutrition which severely affects children’s learning. These services are made available at the ECD centre, making it easier for parents to get all in one service provision for the child at the ECD centre, this ensures they improve on attendance of their children as services are provided at the centres and they would not wish their children to miss then have to make trips to health centres, often far or crowded, saving them time to earn their daily incomes. School heads: They collaborate with CBTMs to convene parents at PCCs and provide safe spaces at ECD centres for the meetings. The school leadership drives conversation at the PCCs on sustainability structures like income generating activities to sustain the PCC model when BAK phases out. They also capacity build the School Management Boards and are at the forefront on Child Safeguarding matters, ECD teachers: They identify areas of teaching and learning gaps like material development where parents can contribute and guide them on their roles. They work together with CBTMs to identify areas in manuals (modules) where parents need more support for further training. They further support CBTMs on how they can support as well as in cooperating aspects of CBC where parents are envisaged to play a critical role.

Early Childhood Education in Turkana Pastoralist Communities of Kenya

John Teria Ng’asike, Senior Lecturer, Mount Kenya University, Adjunct Senior Lecturer Turkana University College.

This research argues that childhood is cultural. There are as many childhoods as there are many cultures. Children should be seen in the eye of the culture in which the child comes from. Africa is likely to be a receiver of child development knowledge researched and framed from Western rich societies. The author is concerned that Africans have left the care of their youngest children to the aspirations of theories researched elsewhere outside Africa. Children of the Turkana pastoralist families who have continued to stick to their traditions, appear to have trouble in participating in early childhood education. This research established that early child education promoted in the Kenyan early childhood education centers is largely incongruent with the practices of child rearing of the pastoralists’ communities. Child rearing practices of the Turkana communities are connected with the livelihoods survival activities and parenting practices of the families. Pastoralist children learn through a rich stimulating social environment consisting of a network of family members, visitors, neighbors and siblings that is warm and caring. Play is the school of the pastoralists’ children, which they use to internalize and learn their cultural livelihoods survival skills. Competency and social responsibilities, autonomy, obedience, and attributes of resilience characterize pastoralists’ children’s upbringing. When the pastoralists’ environment encourages independent flexible learning based on children’s observations, the preschool environment is hostile, very rigid, teacher controlled and highly regulated to nurture conformity in the learners. The study recommends that pastoralist livelihoods and lifestyles should inform the curriculum and instruction in early childhood education.

To explore parental support as a psychosocial factor in relation to academic achievement in Ainabkoi Sub-County.

Esther Bitok – Uasin Gishu County

The core components for academic achievement of orphaned and vulnerable children in early childhood development include the opportunity to receive instructive education and physical, mental, and social education in a nurturing and stable learning environment. The main objective of this study was to explore parental support as a psychosocial factor in relation to academic achievement in Ainabkoi Sub-County. The study employed Bronfenbrenner’s Bio-Ecological system theory. A descriptive survey design was adopted in this study. The target population comprised 580 teachers from 99 Early Childhood Schools in Ainabkoi Sub-County. Cluster and random sampling techniques were used to determine the respondents. An interview guide and questionnaires were used to collect data. Cronbach’s Alpha coefficient was used to test the reliability of the questionnaire. Quantitative data were analyzed using descriptive statistics such as measures of central tendencies, standard deviation, percentages, and frequency tables with the aid of SPSS version 25. Analyzed data was presented using tables, graphical illustrations, and narrations. The study findings showed that parental support as a psychosocial factor affects the academic achievement of Orphaned and Vulnerable Children in the Ainabkoi Sub-County (Mean=3.97, Std. dev=1.01). Parental support positively influences the academic achievement of vulnerable and orphaned children in Ainabkoi Sub County in Kenya. The study recommended the following; Parental support should be ensured since the information is shared about how the child is doing at home for the benefit of the teachers, and in turn, the parents can keep abreast of the child’s academic status and performance.

Quality Childcare model that supports self-reliance for refugee and host communities’ resilience through Social Franchising – The Kidogo Way

Jeremy Makau – Kidogo Early years

Kakuma Refugee Camp and Kalobeyei Settlement are home to over 200,000 refugees from over 9 different countries, many who have lived there for more than 25 years.The challenges facing Kakuma-Kalobeyei range from natural hazard vulnerability, insufficient infrastructure and facility provision and very limited employment opportunities. Notwithstanding these challenges, there are key opportunities which are waiting to be capitalized on. According to a Gender Assessment (2019) there are “no providers of daycare services for children below the age of 2 in the camp or town and women reported that finding someone you trust to take care of your child at an affordable price is difficult.” Kidogo was selected by the Kakuma Kalobeyei Challenge Fund (KKCF) to fill this gap and provide quality childcare and women’s entrepreneurship opportunities to Kakuma Kalobeyei Kidogo is a social enterprise whose mission is to improve access to quality, affordable early childhood care & education in low-income communities. In 2021, Kidogo launched its social franchising program in Kakuma – Kalobeyei with various adaptations of its core operations anchored by the 6 elements of the “Kidogo Way”, developed in close alignment with the Nurturing Care Framework. These are: responsive & Nurturing Caregivers, play-based Activities, safe & Stimulating Environment, Health, Nutrition, and WASH support, Parent & community Engagement, Business Management & Administration. Kidogo uses an innovative social franchising model by partnering with entrepreneurial majority women and men running childcare centers, called “Mamapreneurs”, and provide them with ongoing training, mentorship and quality assurance support to improve quality of their childcare center and grow a profitable childcare business as a branded Kidogo franchisee. By training Mamapreneurs to run high quality and profitable micro-businesses, not only does it raise the quality bar for childcare in communities, but we also empower young mothers and men to join the childcare workforce, and provide motivated caregivers with professional development and entrepreneurial opportunities. Since the launch of the program in Kakuma and Kalobeyei in 2021 with just a handful of Mamaprenuer, the Kidogo network has continued to grow. A total of 62 centers were initially mapped out of which 40 enrolled in Kidogo’s 3-month Quality Improvement Program (QIP) which provides training on business fundamentals, quality nurturing care and community / parent engagement. This training empowers daycare owner operators to run a profitable, quality, affordable daycare. 5 centers dropped due to various challenges related to refugeeism which included community land ownership. Currently, Kidogo has 35 fully fledged members who meet Kidogo’s quality standard. The Kidogo network in Turkana comprises 17 school-based centers with total enrollment of 554 (283 males, 271 female), 9 center-based and 9 home-based centers with 453 (231male, 222 female) and 254 (134 males, 119 female) respectively. It is important to note that the quality of childcare service given in the daycares has improved owing to the mentorship and support rendered to care-givers during the QIP. The centers are embracing the idea of improvising play materials to promote stimulative learning by use of the locally available materials. Working in Kakuma has also come with its own fair share of challenges, for instance, relocation and “dependency syndrome” are some of the unique challenges affecting retention of mamaprenuers/papaprenuers in the program. However, Kidogo is slowly creating awareness on the importance of quality care during early years in Kakuma and the refugees are slowly embracing it.

Disability-inclusive Early Childhood Development and Education Project in Homa-bay and Turkana Counties: Baseline Findings

Sheru W. Muuo – Sightsavers

There is an urgent need to scale up early childhood development and education services in low- and middle-income countries, particularly for children with disabilities. A multi-stakeholder non-randomized cluster trial was implemented in 12 schools in Homa Bay County and 6 schools in Turkana County. At baseline in 2021 and 2022, we assessed the proportion of pre-primary children with functional difficulties and the status of early learning and development of two cohorts of children in our study sample. We used the Washington Group Child Functioning Module to identify children with functional difficulties and the International Development and Early Learning (IDELA) tool to assess their early learning and development. The IDELA scores were compared across geographical location, socio-demographic groups and functional difficulties, using regression models adjusted for age and accounting for clustering within schools. The proportion of children experiencing functional difficulties was 22.5% in Homa Bay peri-urban area, 18.4% in Homa Bay rural area and 8.8% in Kakuma. Median (IQR) IDELA scores were 52.2 (IQR=41.4, 61.3) in Homa Bay peri-urban, 44.7 (32.2, 56.7) in Homa-Bay rural and 30.7 (19.6, 41.6) in Kakuma. Scores did not differ significantly by sex or relative wealth in any of the areas. However, in Kakuma, children with functional difficulties had significantly lower IDELA scores than those without (-4.91 [-8.23, -1.59]). In Homa Bay, scores did not differ significantly across functional difficulty status. Within all study areas, a substantial proportion of children in pre-primary experience functional difficulties. This highlights the importance of disability-inclusive early education services.

Using facility exit interviews to improve Nurturing Care for ECD integration in Siaya County.

Dickens Omedo¹, Chris Obong’o¹, Beatrice Oyugi¹, Richard Miruka¹, Linda Odero¹– PATH

Children in low-income settings have lower odds of attaining developmental milestones and are in need of nurturing care (NC) for early childhood development. Sub-Saharan Africa accounts for 66% of the 250 million children under five who fail to reach age-appropriate developmental milestones. PATH’s S-ECD project builds the capacity of health care providers and the overall health care system in Siaya County to integrate NC into routine service delivery. The health system offers easy reach as caregivers and children routinely visit health facilities for pre- and post-natal care services. We conducted facility exit interviews to assess integration of Nurturing Care for ECD services. We assessed 1) facility preparedness to integrate NC content into routine consultation and the service points, 2) exposure to NC content among caregivers, and 3) perception of caregivers on Nurturing care for ECD in public health facilities within facilities in Siaya County. Public facilities have integrated NC. More than 62% of the caregivers reported having received child health services for their children. Similarly, about half of caregivers reported that the health care provider informed them to play and its importance to a child while 10-15 was the time spent with the health provider. Lessons will guide ongoing integration and scale up of NC in Siaya and other parts of Kenya.

Scaling impact through collaborative approach to Early Childhood Development

Easter Elizabeth Okello – Lake Region Economic Bloc

The government of Kenya is mandated to provide universal access to services including Early childhood development service delivery as a public good. With the acknowledgement of the need to pool and optimize available resources; a multi sectoral approach would suffice in solving the ECD puzzle of sustainability of the innovative programmes initiated. The ability to scale an innovation solely lies with the government and with periodic support from the Implementing partners through continuous monitoring and evaluation. The question on how to transition from pilot to scaling impact often arises and a myriad of solutions, innovations and interventions piloted and tested. The Lake Region Economic Bloc (LREB) is home for 14-member County Governments of Bomet, Bungoma, Busia, Homa Bay, Kakamega, Kericho, Kisii, Kisumu, Migori, Nandi, Nyamira, Siaya, Trans Nzoia and Vihiga to provide technical support in constituting, institutionalizing, operationalizing and coordinating the bloc’s activities as guided by the Economic BluePrint and the LREB Act of 2018. The LREB regions leverages on the existing government structures and the available platform at the summit secretariat to enhance advocacy for mindset change in discharging ECD services through the nurturing care for early childhood development strategic intervention framework in the 14 counties. This paper aims to contribute to the creation of a framework that shows how the shift in thinking, methods and execution build a functional system that supports scaling of solutions in the public sector. This paper therefore seeks to provide insights on what gets in the way to scaling an innovation that has proven effective at the pilot stage. It further provides an in-depth understanding on how the recipe for success can be modified and sustained. Additionally, a provision on how the perceptions of communities may be changed using the behavioral change approaches to ensuring impact of an intervention is achieved.

Cross- Cultural Child – rearing Practices among Major Ethnic Groups in Nigeria: Are they Nurturing Care Compliance?

Hannah O. Ajayi Ph. D – Institute of Education Obafemi Awolowo University.

Indigenous child-rearing practices may not be out rightly what can be thrown overboard, there may be practices that could promote nurturing care. This study therefore examined cross-cultural child-rearing practices in Nigeria with a view to determining nurturing care practices. Three objectives and three research questions were set. The study adopted qualitative research design with 60 participants as the sample. One instrument was used for data collection. Results were analyzed and presented using a content analysis procedure. Findings showed that there were similarities as well as differences in the child – rearing practices across ethnic groups. It further showed that there were practices promoting nurturing care in the indigenous child- rearing practices. It is therefore recommended that such practices be harnessed by the relevant stakeholders.

Supporting Adolescent Girls with Young Children in promoting inclusive and Stimulating Environment for Early Childhood Development in Homabay County.

Miruka R¹, Oyugi B¹, Omedo Ochuka D¹, Odero L¹, Sheila M¹– ¹PATH

Childbearing begins early in Kenya, with 15% of women aged 15–19 have ever been pregnant. Adolescent Girls and Young Women (AGYW) who become mothers often face significant challenges in providing a stimulating and supportive environment for their children often resulting from social and emotional burdens associated with young parenthood; these often lead to poor child developmental outcomes. In collaboration with USAID Nuru ya Mtoto project and KMET, PATH piloted a package that integrates maternal mental well-being and positive parenting into AGYW programs. The package consists of 14 weekly modules delivered by adolescent mentors to small groups of AGYW. An assessment was done at baseline and end line to determine the contributions of the package to adolescents’ parenting knowledge and practice, mental well-being and relationship with their significant others. There was a correlation between AGYW mental health status and relationship with significant others. Significant improvement on mental health of AGYW at the endline was noted and improved knowledge on maternal infant and young child nutrition, responsive caregiving and child development was recorded. AGYW need targeted interventions provided through their peers and with support from their significant others to increase their knowledge and skills for self-care, and to provide responsive care to their children.

Effect of hunger and drought in ECD Education

Hesborn Dete – World Vision Kalapata

Kalapata Area Program is located in Kalapata Location, Kalapata Ward, Turkana South Sub-County, Turkana County that is approximately 710 Kilometers from Nairobi the capital city of Kenya. The programme’s impact population is 43915 (22071Males, 21844 Females) according to Kalapata AP Assessment Report 2018. The area covers approximately 1984 square kilometers. The area program literacy level was 11% with enrolment rate in primary school at 47% according to Kalapata World Vision Assessment Report 2018. The main cause of morbidity in the area is Malnutrition and Malaria; other causes are diarrhea, and other water borne diseases such as typhoid and dysentery. The average distance to water sources is 10 kilometers and latrine coverage in the community was 27% in 2017 according to the Turkana SMART survey. Drought has affected negatively on livestock, a dependable means of livelihood in the area hence children cannot attend school. The County Government reported that 35% of its population was affected by drought, translating to more than 640,000 people affected in the County (Turkana County, Dept. of Planning Report, 2022). Kalapata has 30 ECDE centers and a population of 3,270 (1,812 boys, 1,458 girls) children. Only 11 centers have permanent structures. The schools face shortage of teachers, poor infrastructures and water as a result of severe drought. This has resulted in low enrolments, absenteeism, dropouts or even death in severe cases. World Vision partnered with the county government, department of Early Childhood education to improve the quality of learning and environment by training 30 ECD teachers on CBC and play-based teaching and learning methodologies. 14 ECD centres benefited from child friendly chairs and tables and 216 households were trained on kitchen gardening and carry out village savings for transformation to improve food situation so that children can be retained in school. To intervene in the drought situation, World Vision renovated boreholes and raised solar powered water tanks with kiosks to reduce the distance children have to travel to find water. School feeding programs and more boreholes are areas that require urgent interventions so as to improve ECD education.

A case Study of Baby Junior Community Inclusive ECD Centre, Dandora, Nairobi County, Kenya

Janet Ndeto Mwitiki – Nyota Care Innovations

Inclusion, an aspect of Child Safeguarding: Children with disabilities are often deprived of appropriate care, education, play, and participation in their communities. According to UNESCO 2019, less than one in fifty disabled children attend school. This negatively impacts the child’s holistic development denying them the opportunity to reach their full potential. Both the Convention on the Rights of Persons with Disabilities (CRPD) and the Convention on the Rights of the Child (CRC) highlight the importance of active participation of children with disabilities in the community. Nyota Care Approach: Inclusive ECD Environments: Nyota has established an inclusive learning environment for children aged 5 years to 11 years learning with regular learners. Teaching Methodology: Nyota empowers the caregivers with skills early identification resulting to early age for early intervention. Local Administration: Nyota has partnered with local leader in ensuring that children with disabilities are given equal rights of admission in the ECD programs. Results / Impact: For the last Five years, Nyota has Spearheaded inclusion of 100 children with disabilities in two ECD programs in the low income areas of Dandora, Korokocho and Tassia. In addition, successful formation of 3 caregiver support groups comprising of teachers and parents from both public and private institutions totaling to 750 caregivers impacting on 1500 children within the community.

EIDU – an effective digital teaching and learning program for ECDE

Nina Bolte – EIDU Kenya

Despite increases in ECD enrolment rates, and more focus in general on the ECD sector, school readiness levels are still too low, contributing to children not learning the basic foundational skills, leaving school without the tools they need in life and not allowing them to fulfill their potential. EIDU has developed a platform that supports both teaching and learning in the classroom, using digital devices. The program delivers Tayari, a highly impactful ECD structured pedagogy program, (0.5 SD impact, commissioned and co-developed by the Kenyan MoE in collaboration with RTI) which includes teacher training and coaching as well as daily lesson plans for language and mathematics. Additionally, it provides learners with a high impact digital learning curriculum (up to 0.5 SD impact) with several thousand learning exercises, personalized and matched to the teacher’s daily lesson plans. EIDU has already rolled out the platform successfully to 100.000 ECD learners in collaboration with 4 Kenyan counties, and it’s set to reach all pre-primary Kenyan learners by 2025

Housing condition practices, residential mobility and mental health of children in ECD; a case of Turkana County Kenya

Murunga Anthony Ekisa Amoo – M.A University of Nairobi

Growing up in a decent, affordable home can have a powerful effect on children. Studies draw a straight line between the quality, location and affordability of housing and a child’s ability to survive, thrive and transform. The Purpose of this paper was to investigate how Housing Conditions Practices and Residential Mobility Influence Mental Health of children in ECD in Turkana County. The study was guided by one objective- to investigate how Housing Conditions Practices and Residential Mobility Influence Mental Health of children in ECD in Turkana County. The study was based on an ethnographic paradigm which provides for the use of qualitative research methodologies. Descriptive survey research design was used to answer research questions. Linear regression analyses were used to investigate the influence of housing conditions practices, residential mobility and mental health of children in ECD in Turkana County. The study targeted a population of 520 families who were involved in residential mobility. The study found that the stress that parents experience due to living in poor conditions translated into emotional and behavioral problems in their children. In addition, Children whose families are forced to move frequently due to drought, cattle rustlers, inter- clan conflicts, water and pasture shortage for their animals often struggle hence young children miss an opportunity to access education. Moreover, the study found that families with unsafe, unstable and unaffordable housing show more health problems, less improved school performance, more psychological stress and less self-assured parents.

Community funds of knowledge in enhancing curriculum instruction in Early Childhood Development Centres in Turkana Central Sub-county; a case of Turkana County Kenya

David Kampala Omakada – Kenyatta University

The provision of early childhood development and education (ECDE) is growing rapidly and has received increased policy attention worldwide. Yet there is no clear research that has harnessed the knowledge for the use of funds of knowledge for learning. The purpose of this study was to find out the extent of use of community funds of knowledge in enhancing curriculum instructions in ECDE centers in Turkana Central Sub-county Turkana County. The study was guided by three objectives- to determine the extent of use of funds of knowledge in ECDE centers in Turkana central sub county; to establish the teachers and education officials’ awareness and knowledge on use of funds of knowledge in enhancing curriculum instruction in ECDE centers in the sub county, and to establish the level of support provided by parents in use of funds of knowledge in ECDE centers in the Sub-county. The study was based on a pragmatic paradigm which provides for the use of both qualitative and quantitative research methodologies. Descriptive research design was used to answer research questions. Thematic analysis was done using deep narrative of themes generated from the data. Descriptive statistics was used to present data that was numerical. The target population for the study was 70 ECDE teachers and 30 head teachers, 20 County education officers and 150 parents. The researcher used stratified random sampling to obtain samples consisting of 25 ECDE teachers, 10 head teachers, 6 sub county education officers and 24 parents. The study found that teachers had inadequate information and understanding on what community funds of knowledge that can be used in curriculum instruction was all about.

Reconstructing the child for a competitive future in Busia County, Kenya

Dr. Jael Joan Bigambo

The dynamics in the Global Era of the family, Education and Technology have raised fundamental changes and practices that address the place of the child. This paper demonstrates the need to “Reconstruct” the Kenyan child in the context of Early Years Education (EYE). The basic question is: Has the child in Busia County ever had a “Good Start?” The sample cases in this study demonstrate the need to identify the target children, raise them and expose them to their relevant Fundamental Human Rights, Equity and Access. The bottom line is to include the Kenyan Child in the Global Development Agenda for a competitive Future through Education.

Translanguaging as a medium for creating school-home interaction in Early Childhood Education Centres in Turkana County.

Edward Lokidor – Turkana university College

This paper aims to explore how teachers use trans-languaging to create home-school interaction in Early Childhood education centres in Turkana county. This study will be guided by trans-languaging theory. Through a case study approach, semi-structured interviews, focus group interviews and unstructured interviews, data will be collected and analyzed using thematic analysis. The findings of this study may inform the need to recognize trans-languaging as a legitimate medium in creating home-school interaction in ECD in Turkana hence filling the gap caused by high parental illiteracy level.

Champions changing the Nurturing Care story in Siaya County.

Juma N , Owuor A, Oguttu M ,Murungi B – KMET

Globally, 43% of all children, 66% of children in sub-Saharan Africa and over 10% have a disability. 5.9 million children <5 die of disease and poor health, while more children are surviving due to improved access to healthcare, many of those who survive are not thriving. 2.2% (0.9 million) persons live with disability in Kenya with a prevalence of 3.8% across the age threshold and most of these people live in rural settings, 2.6% (0.7 million), compared to 1.4% (0.2 million) in urban areas. The latest KDHS-KIR showed that Overall, 66% of women had four or more ANC visits for their most recent live birth or stillbirth and Nine in 10 women took iron-containing supplements during their most recent pregnancy, It also showed that the percentage of women who had four or more ANC visits for their last live birth increases with mother’s education from 49% among those with no education to 83% among those with more than a secondary education. The percentage of live births that are assisted by a skilled provider has increased markedly over the past two decades, from 41% in 2003 to 89% in 2022. The survey indicated that vaccination coverage rate for basic antigens increased dramatically between 1989 and 1993 and dipped to a low of 57% in 2003. There has been a sustained upward trend since 2008–09, with coverage in 2022 at 80%. The nurturing care framework ensures a child is monitored using the 5 domains so as to be on track and KDHS showed that Seventy-eight percent of children are developmentally on track in health, learning, and psychosocial wellbeing. Smart Start Siaya has trained Champions in Nurturing Care for ECD to integrate nurturing care activities and practices such as policy development, responsive parenting, responsive feeding and stimulation into their day to day activities. This was made possible by training The County Executive Members, The County Assembly Members, County Departmental Focal Point persons on Nurturing Care for ECD. National Government Administration Officers, Community champions including religious leaders, male champions and adolescent champions who continue to sensitize the community on the importance of nurturing care with religious leaders including nurturing care into their Sunday bulletins and sermons. As this is done, community health assistants (CHAs) and community health volunteers (CHVs) continue to provide developmental milestones monitoring, targeted and customized counseling on complementary feeding, responsive caregiving and early learning opportunities through structured play sessions both at the facility and household level. This has led to increased demand creation of the services both at the community and facility. As a result of this, the following observations were made for caregivers having children below 5 years, increased rate of pregnant women attending 4^th ANC, reduced rates of children who are not developmentally on track, increased male involvement even in the fisher folk family, churches setting aside play areas making play items for children, development of draft policies supporting Nurturing Care for ECD, allocation of departmental funds supporting nurturing care, Departmental joint planning for activities targeting Nurturing Care for ECD. Behavior change demonstrated in Child care by the community and policy makers on the nurturing care for ECD in Siaya County is pegged on the integrated work by the Champions for nurturing care for ECD. This has promoted child growth and development and more evidence in nurturing care interventions is needed to understand how responsive caregiving can be integrated at both the community level and policy level to complement each other to help children survive and thrive.

Cheza, Soma, Jifunze: Engaging parents & carers with Vroom Tips and digital books for their young learners; A Technological Approach

Peter Clavers Otieno, Joan Mwachi, Rachel Heavner, Wanjiku Gathoni – Worldreader

Successful early interventions that are feasible at scale often fail to reach the most vulnerable, or have short-run impacts that fade out as children age (Andrew et al. 2018; Attanasio et al. 2014; Dillon et al. 2017; Ozler et al. 2018; Wolf et al. 2019). Technologically-driven early childhood interventions that engage parents have the potential to lead to lasting effects. Kenya’s National Education Sector Strategic Plan for 2018-2022 asserts the need for a multi-sectoral collaboration in the provision of pre-primary education services focusing on strengthening parental engagement and participation. Understanding how an innovative digital early education/parental engagement program fosters early child development and learning in childcare centers and at home, is important. The Cheza, Soma, Jifunze project, targeting 1,320 beneficiaries from 152 centres within eight informal settlements in Nairobi City County, collected data through key-informant interviews, observational monitoring tools, and background online app-based dashboard. This research shares findings on how the provision of phone-based digital parent tips paired with community engagement and a collection of digital books and reading activities can help scaffold positive learning readiness. Results will reveal the impact of digital prompts, delivered straight to parent phones and how they promote parent to child interactions, storytelling and reading as a meaningful approach to fostering children’s language, literacy, and social & emotional learning (SEL); and enhancing children’s learning preparedness. These findings put phone usage as a critical tool for home learning and parent/child engagements. Therefore, programming on phone-based interventions is critical in promoting learning experiences among young children.

Parental experiences of the impacts of COVID-19 on the care of young children; qualitative interview findings from the Nairobi Early Childcare in Slums (NECS) Project

Robert C Hughes¹*, Ruth Muendo², Sunil S Bhopal^3,1, Silas Onyango², Elizabeth Kimani-Murage⁴, Betty R Kirkwood¹, Zelee Hill^5,§, Patricia Kitsao-Wekulo^2,§

¹Department of Population Health, Faculty of Epidemiology & Population Health, London School of Hygiene & Tropical Medicine, Keppel Street, London WC1E 7HT

²Human Development Theme, African Population and Health Research Center, Nairobi, Kenya

³Population Health Sciences Institute, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, Tyne and Wear, UK

⁴Health and Wellbeing Theme, African Population and Health Research Center, Nairobi, Kenya

⁵Institute for Global Health, University College London, London, UK

The Covid-19 pandemic, and societal attempts to control it, have touched almost every aspect of people’s lives around the world, albeit in unequal ways. In particular, there is considerable concern about the way that stringent ‘lockdowns’, as implemented in Kenya and many other countries, affected young children, especially those living in informal settlements. However, to date, there has been little research attempting to unpack and understand how the pandemic has impacted on the care of young children. In-depth telephone interviews were conducted with 21 parents/carers of children aged under five years living in three Nairobi slums between May and September 2021 exploring the ways in which covid-19, and policies to control the pandemic, impacted on their household and the care of their child/children. The impacts of covid-19 control measures on the care of children have been widely felt, deep and multiple. The impact of economic hardship has been significant, reportedly undermining food security and access to services including healthcare and childcare. Respondents reported an associated increase in domestic and community violence. Many people relied on help from others; this was most commonly reported to be in the form of variable levels of flexibility from landlords and help from other community members. No direct harms from covid-19 disease were reported by respondents. The impacts of covid-19 control measures on the care of young children in informal settlements have been indirect but dramatic. Given the breadth and depth of these reported impacts, and the particular vulnerability of young children, deeper consideration ought to inform decisions about approaches to implementation of stringent disease control measures in future. In addition, these findings imply a need for both short- and long-term policy responses to ameliorate the impacts described.

Collaborative Action to Accelerate Affordable Quality Childcare.

Sharon Macharia; Tracy Koske, Joshua Ainabyona; Asayya Imaya – Uthabiti Africa

This paper highlights the need for a multi-sectoral approach for co-creation, co-implementation, and co-monitoring of childcare to meet the needs of children (0-5 years) thereby generating sustainable models.

Strategic collaborations allow transformational change and are a critical focus towards achieving the SDGs as emphasized by Goal 17 – Revitalize the global partnership for sustainable development. Thus, reducing wastage of resources, unhealthy competition, and poor coordination while enhancing joint quality delivery of services, resourcing, monitoring, and evaluation. Findings of the design and confirmation phase conducted by Uthabiti Africa, and partners revealed a childcare sector characterized by fragile interactions, poor coordination with levels of unhealthy competition, and unwillingness to share data. This would translate into the risk of duplicated effort and the need for alignment with government and sector priorities. The Collaborative Action for Childcare (CAC) was thus established as Uthabiti Africa’s initiative for accelerating quality, affordable childcare for all in Africa, with Kenya as a pilot. The Collaborative’s primary aim is to cultivate a culture of joint ecosystem-wide action toward delivering collective impact in the quest for quality, affordable childcare services. The initiative brings together actors in the Childcare ecosystem, initially clustering members into four broad technical working groups that operate as components of the CAC but with separate thematic Terms of References that define their actions and drive towards achieving affordable quality childcare for all.

Engaging Caregivers to Enhance Desirable Learning Outcomes for Children with Disabilities in Low Resource Settings

TAF

Early Childhood Care and Education (ECCE) is critical in preparing children to enter and succeed in their academic pursuits and enhancing their physical, emotional, and social development. Therefore, the study aimed to establish caregiver engagement in enhancing desirable learning outcomes for children with disabilities in Kibera and Kawangware informal settlements in the era of COVID-19. We trained caregivers on child development in 7 different domains i.e., activities of daily living, oral sensory activities, auditory sensory activities, proprioceptive activities, visual sensory activities, numeracy and literacy activities. We conducted training on the activity bank for 163 caregivers of CWDs and 8 Community Health Volunteers from Kibera and Kawangware. Community Health Volunteers were equipped to provide additional support and monitor the use of the activity bank. 147 caregivers were later surveyed on their utilization of the Activity Bank for Disabilities for home based learning of their CWDs using Computer Assisted Personal Interview (CAPI)-Kobo Collect. Caregivers that were not surveyed had relocated to unknown places due to the negative economic impacts of COVID-19 and other factors. 53.7% of the CWDs were boys, 46.3% were girls, and the age distribution was 1 to 15 years. Cerebral Palsy was the most prevalent type of disability, affecting 34% of the surveyed households. Other disabilities found among the children include autism, delayed milestone, down syndrome, epilepsy, hemophilia, hearing impairment, visual impairment, hearing impairment, hydrocephalus, intellectual, muscular dystrophy, meningitis, and sickle cell anemia. In addition, 41% of the CWDs were not enrolled in school. 68% of caregivers recorded progress in the CWDs, including independent feeding and improved motor coordination, increased understanding of the home environment, increased physical activity and ability to perform activities of daily living, improved posture, and enhanced proprioceptive exercises such as squeezing of balls. Those who did not engage with the activity bank cited unavailability due to work schedules, illiteracy, and inability to communicate with their children. In addition, 96.6% of the caregivers create time to play with their CWDs, whereas 31.3% spend more than 1 hour in playful activities. Empowering parents to provide holistic caregiving improves learning outcomes for learners. CWDs who receive early interventions are better prepared to enroll in school and with continued support from caregivers. In addition, using innovations such as the Activity Bank for Disabilities empowers caregivers to impart lifelong learning. This benefits CWDs both in and out of school and enhances access to learning opportunities

Play-based pre-primary learning in Nigeria: A mixed methods study exploring the associated factors and practices

Tolulope Ojo¹, Samuel Salama¹, Yetunde Oluwatosin²and Patricia falope¹ – ¹Early Childhood Development Initiative (ECDI) and ²UNICEF

Nigeria in 2015/16, developed a national Reggio-inspired curriculum for training in-service pre-primary teachers in the implementation of play-based teaching and learning practices in the classroom. However, according to UNICEF (2019a), more than half of all pre-primary school-aged children do not transition into primary school with adequate school readiness skills. This study adopted a mixed-methods approach to explore factors associated with play-based pre-primary learning in Nigeria. Specifically, the research aimed to examine factors that promote or hinder the effective implementation of play pedagogy in pre-primary schools. An interviewer-administered survey and focus group discussions (FGDs) were conducted. A total of 960 teachers who were Reggio-trained with 80 teachers from the sample of the teachers surveyed, were purposely selected from the 8 states participating in the study. The quantitative data was analyzed using STATA-17 while the qualitative data was thematically analyzed using NVivo-12. Findings revealed teacher training and adequate play-based resources were reported as factors that promote play-based pre-primary learning. On the other hand, highlighted barriers included low parent knowledge and awareness of play as an instrument for learning, unsuitable physical environments, insecurity, inadequate teaching and learning resources, and inadequate teacher training. The study therefore recommended increased teacher capacity development opportunities, inclusion of school and community leaders in teacher training sessions, and establishment of teacher-community cluster groups for ongoing shared learning and development of play-based learning resources using local materials.

Exploring the perspectives of fathers on the importance of learning through play among pre-primary-aged children in Nigeria.

Tolulope Ojo¹, Samuel Salama¹, Yetunde Oluwatosin²and Patricia Falope¹ – ¹Early Childhood Development Initiative (ECDI) and ²UNICEF

Parents’ misconceptions and limited knowledge of learning through play (LTP) hinder children from experiencing the many positive effects of play, including school readiness, completion, and improved academic outcomes. This study adopted a qualitative approach and analyzed focus group discussions with 160 purposely selected fathers of children aged 3-5 attending pre-primary school across 16 rural and urban sites in Nigeria. The focus group discussions examined fathers’ knowledge of LTP and their perceived significance of play in children’s learning. The qualitative data was thematically analyzed using NVivo-12. The findings revealed that fathers generally viewed LTP as essential to improving children’s cognitive, physical, and emotional development and increasing a child’s enthusiasm for school and learning. Fathers also contributed perspectives regarding their roles in supporting LTP and their preferred engagement methods

A case for Early Childhood Development and Education, Policy and Practice in the County Governments in Kenya.

Tracy Koske, Sharon Macharia, Joshua Ainabyona, Asayya Imaya – Uthabiti Africa

This paper underscores the experiences of Uthabiti in the policy development process within the Kenyan County Governments, presents the best practices and makes recommendations for the creation of a supportive policy and regulatory environment. County Governments have faced many challenges in attempting to draft and implement policies and programs for Early Childhood Development and Education. While the constitution devolves pre-primary education and childcare to county governments, little has been done to expressively unbundle these functions. Over the past three years, Uthabiti Africa has worked collaboratively with stakeholders in the counties to develop and critique policies on Early Childhood Development and Education. In doing so, Uthabiti Africa has, in the process, acknowledged the position held by government officials and thus puts the government in the lead. In March 2022, Uthabiti, through the Policy and Regulatory Technical Working Group, planned and convened the first-ever National Policy on Early Childhood Care and Education and Development, where over 39 county governments were represented. Participants interrogated the policy and practice in ECCED and developed a Call to Action. Currently, Uthabiti Africa leads policy conversations in 5 counties of Kisumu, Nairobi, Mombasa, Kajiado, and Busia, with plans to scale up to 15 more counties across the country. Uthabiti Africa continues to use experiences gained over time to inform policy programming and contribute to National discourse, such as the development of the National Childcare Policy that the Council of Governors leads.

Nurturing care for children with neurodevelopmental disabilities: A cross-sectional descriptive study in a rural setting in Kenya

Silas Onyango, Margaret Nampijja, Nelson Langat, Paul Otwate and Patricia Wekulo – Africa Population and Health Research Center, (APHRC)

Globally, it is estimated that over 53 million children currently live with neurodevelopmental disabilities (NDDs), the majority of these children live in low- and middle-income countries (LMICs). Childhood disabilities are a significant cause of poor development in children and are a public health concern in many sub-Saharan African (SSA) countries. Nurturing care has been recommended as a pathway for addressing the developmental needs and unlocking the full potential of children including those with NDD. We propose to conduct a study to establish the strategies to support the holistic development of children with NDDs using the nurturing care framework. The analytic cross-sectional study will be conducted in Siaya County where nurturing care programs have been implemented. The study will use a mixed methods approach combining a scoping review, quantitative survey and qualitative study. Scoping review will establish the existing nurturing care approaches and the determinants of quality of care in SSA countries. The quantitative survey will establish the experiences of caregivers, determinants and types of care and access to services. Qualitative interviews will provide key recommendations that will improve the quality of care. All children with at least one of the five main NDDs and their caregivers will be included in the study. Evidence generated from this study will inform appropriate interventions or practices that can inform policy on nurturing care for children with NDDs. This will ensure that children living with disabilities in low-resource settings receive the nurturing care they need to grow and develop to their full potential. The research findings will be disseminated through national, regional, continental, and global platforms to add to the national, regional, and global knowledge base.

Influence of good health on quality pre-primary education in Turkana Central Sub-county, Kenya

Dr Hannah Kangara, Joyce Chebet, Dr Wanjohi Githinji

Nurturing care plays an important role in enhancing the quality of pre-primary school education. However, in Turkana Central Sub-county, quality of pre-primary school education is a challenge. Many pre- primary school learners manifest poor basic numeracy, language and creativity skills. This study sought to assess the influence of provision of good health on the quality of pre-primary school education in Turkana Central Sub-county. The study was guided by the motivational theory and theory of all-round education. Mixed methodology was applied and the concurrent triangulation design. Target population consisted of 35 head teachers, 153 pre-primary school teachers, 490 parents’ representatives and 606 learners totaling to 1284 from which a sample of 305 respondents was determined using the Yamane’s Formula. Questionnaires were used to collect data from pre-primary school teachers whereas interviews were used to collect qualitative data from head teachers and parents’ representatives. Observation checklist was used to collect data from learners. Piloting of research instruments was conducted among 30 respondents from a sample of public pre-primary schools in Turkana Central Sub-county. Reliability was determined using split-half technique and reliability index, r = 0.727, was obtained using Cronbach Alpha Method which indicated high internal reliability. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Science and presented using tables. The study established that good health improves the quality of education. Thus, the study recommends that head teachers should partner with stakeholders to provide resources and ensure that good health practices and continuously adopted and practiced as a way of improving quality of pre-primary school education

Traditional foods as a motivator for early childhood development for Nomadic Turkana Community of Kenya

Dr. Tioko Logiron,PhD – Turkana University College, Lodwar

According to the United Nations Convention on the Rights of Children (UNCRC), the African Charter, and the Millennium Development Goals (MDGs), many African countries are expanding and improving early childhood care and education especially to reach vulnerable and marginalized children. Food has been used as a bait to attract children to learning institutions. Governments and nongovernmental institutions have done targeting and food distribution to the centers yet nomadic children do not get the opportunity to be at the centers based on the nature of their livelihoods. At the center of this trend is the desire to ensure equity in education provision by increasing schooling success and reducing dropout rates and grade repetition across diverse socioeconomic backgrounds. The focus has never been on how the indigenous knowledge on wild fruits motivates children to go to the learning centers. The contribution of wild plants to the Turkana diet in quantity is not yet known. This paper gives a detailed approach on use of traditional vegetables and fruits, seasons of vegetables and fruits, approaches of harvesting, cooking and consumption, sustainability approach of the school feeding programme on the traditional fruits and vegetables and how the different traditional Turkana species can be conserved at the early childhood centers so that it can be used as food and as well as motivating factor that will attract nomadic children to schools.

Unearthing knowledge, attitude, practice and capacity gaps in multisectoral coordination and giving meaning to effective implementation of ECD policy 2022.

Philip Omondi – Program Coordinator, Lwala Community Alliance

Multisectoral coordination of ECD is integral to effective coordination of Early childhood development interventions, which is in the interests of Nurturing care framework for ECD. According to Nurturing care for early childhood development, 2018, with the broad Nurturing care effects, it makes sense that no sector can be solely responsible for it. The health sector has many points of contact with pregnant women, families and people who care for young children. But it needs to be supported by actions in other sectors – including nutrition, education, social protection, child welfare, agriculture, labour, finance, water and sanitation – under a whole-of-government approach. All these sectors have different ECD coordination structures in Kenya manifested in different Technical Working Groups. The purpose of this study was to unearth knowledge, attitude, practice and capacity gaps in multisectoral coordination and National Council of Children Services (NCCS) and its structures, and giving meaning to effective implementation of ECD policy 2022. The study was anchored in Coordination Theory: A Ten-Year Retrospective by Kevin Crowston, Joseph Rubleske and James Howison that suggested identifying the dependencies between the tasks the different group members are carrying out and the coordination mechanisms the group use to coordinate their work and then considering alternative mechanisms. The population of the study consisted of National, County and subnational multisectoral government partners; development partners; those in mentoring positions for example Community Health Assistants, and formal child protection actors. Questions centrally focused on obtaining a more in-depth look of informants’ current knowledge of nurturing care as well as what the current situation in their respective organizations looks like regarding ECD- related services and nurturing care as well as child protection. The study used Key Informant interviews, fused group discussions and Knowledge, Attitude and Practices (KAP) tools to collect data. Data was transcribed and uploaded to Dedoose. Themes were then generated to key themes and sub-themes in line with the study objectives. The study found gaps in capacity, knowledge, practices and attitudes in ECD related services. Other levels of National Council of Children Services structures don’t exist and where they exist, they are not functioning. It was recommended that the Government put in allocations and establish non-existent National Council of Children Services and its lower structures, capacity to build them on nurturing care, support joint supportive supervision and continuous monitoring and quarterly meetings. For effective implementation of ECD policy we must change the beginning of the story to change the whole story.

Sustainable community empowerment models on food security to enhance children’s nutritional needs in the context of climate change in Kenya

Mary Mogute¹, Daniel Mutunga¹, Roseline Olumbe¹, Fr. Abraham Ayieko², George Otiep²– ¹Daystar university; ²Caritas, Homabay

Globally and in Kenya, climate change has affected weather and rainfall patterns. This has reduced food production that has caused hunger and famine, compromising the provision of households’ nutritional needs. Hence, the need to find alternative sustainable community empowerment models that enhance households’ food security. The study explored sustainable agricultural models that can alleviate the intensity of food insecurity in Kenyan communities. It also assessed the effectiveness of sustainable agricultural models that can promote food production and conservation. The study used desktop review, case study design and community participatory approaches to generate qualitative data. Purposive sampling was used to select one organization that has adopted sustainable community models of food production. Data was mined from documented literature on sustainable community agricultural models and reports from the selected organizations showcased models that were instrumental in improving household nutrition. Focus group discussions and interview guides were used to collect data from household heads and community gatekeepers respectively. Findings revealed sustainable agricultural models that enhance food security including; water harvesting, farm preparation, timely planting, improved seeds, soil enrichment, timely harvesting, drying, storing and selling of surplus yields. Further, findings indicated that effective sustainable agricultural models require needs analysis, community participation and capacity building. The study concluded that sustainable community empowerment models in agriculture can boost food production and reduce risks of food security despite extreme climate change. Therefore, the study recommends replication and scaling up of these models to improve households’ nutritional needs as entailed in the nurturing care framework.

An evaluation of the effectiveness of guidelines used by daycare centers in safeguarding preschool children in Burumba Ward, Busia County, Kenya.

Judith Nabwire 1 ; Dr. Roseline Olumbe 2 ; Dr. Geoffrey Kinuthia2 – 1 Department of Children Services & 2 Daystar University

This study evaluated guidelines used by daycare centers in safeguarding preschool children in Burumba Ward, Busia County, Kenya. Objectives were to analyze the effectiveness of guidelines used by daycare centers in safeguarding preschool children; and to assess the organizational capacity of daycare centers to safeguard preschool children. Descriptive research design was used to collect both qualitative and quantitative data. Target population was private daycare centers in Burumba ward. Respondents included 5 center managers, 5 caregivers and 166 parents; and data was collected using questionnaires, interview guides and observation schedules. A one-sample t-test used to establish statistical significance between the mean child to caregiver ratio obtained and the Ministry of Education recommended ratio showed a significant difference (t=3.164, p=0.034), between the obtained ratio of 25:1 and the recommended ratio of 4:1; 10:1 and 15:1 for children below 2 years; between 2-3 years and 3-4 years respectively. The daycare centers provided an average of 2.2 meals, which was below the WHO’s recommendations of 3–4 balanced meals and two snacks for infants. Three (60%) of the centers were in small, overcrowded spaces inhibiting children’s active play and exploration. This study concluded that the guidelines used by daycare centers in Burumba Ward were not effective in safeguarding children; and the centers did not have the organizational capacity to take care of preschool children. Recommendations included development and adoption of a national policy framework to guide the management and monitoring of daycare centers; and harmonization of child safeguarding services in one government Ministry.

An Assessment of Organizational Systems for Implementation of Nurturing Care Framework in Selected Western Region Counties, Kenya.

Dr. Philemon Yugi¹; Dr. Roseline Olumbe¹; Mr. Charles Kemboi²; Mr. James Adede²; Ms. Regina Mwasambo²; Ms. Mary Ochieng²; Mr. Ezekiel Wamalwa²; and Ms. Damaris Wambua² – ¹Daystar University; ²ChildFund Kenya

The first years of a child’s life are foundational to their overall health and development. Specifically, the first three years are critical for children’s healthy growth and development. Therefore, an enabling environment is needed for positive child outcomes. Child-focused organizations need strong systems to implement a holistic nurturing care framework for children since limited capacity and weak systems jeopardize children’s wellbeing. The purpose of this study was to assess the systems of child-focused organizations in implementing the Nurturing Care Framework. The study applied mixed method design, collecting both quantitative and qualitative data utilizing a Key Informant Interviews guide and a USAID organizational capacity assessment tool (OCAT). The 4-point Likert Scale tool was adapted and a section on the Nurturing Care Framework added. Out of a population of 73 organizations, 8 were selected to participate. Dual sampling methods (purposive and quota) were used. Two (2) organizations were purposively selected, while six (6) were selected using quota sampling. The following seven (7) organizational systems were assessed: governance, administration, human resources, financial management, organizational management, program management, and project performance management. Overall, findings revealed that most (62.5%) of the organizations had a strong capacity to implement child focused programs, 25% had a moderate capacity, while 12.5% had weak capacity. Specifically, of the seven systems assessed, 87.5% had a strong capacity while 12.5% had weak governance capacity. Regarding administration, human resource, organization management, and project performance management systems, 25% had weak capacity, 12.5% moderate capacity, and 62.5% strong capacity. Finally, 25% had weak capacity, 12.5% moderate capacity, while 62% had strong capacity in both the finance management and program management. Regarding implementation of the Nurturing Care Framework, 12.5% had weak

Community led approaches in increasing caregiving practices among teen moms in Siaya County

Oketch T, Owuor, A, Oguttu M^,Odindo, G, Sika J, Otieno B – Kisumu Medical Education Trust (KMET)

KMET piloted a Nurturing Care for Early Childhood Development program from 2018 to 2020 with 43 teen mum support groups linked to 11 private health facilities on care for child development and core business skills empowerment. The targets were teen mums and their families. This model works through the formation of teen mum support groups, County to Village Multisectoral approach, training of Community health volunteers and champions, community sensitization and formation of youth led loaning and savings for economic empowerment.

It resulted into increased average health facility of 15-200 clients, 11 play areas established in the 11 facilities, kitchen gardens (157) established at household level,43 teen mum support groups with functional table banking established 4 registered with social department, exclusive breastfeeding increased from 77% to 85%, early identification of delayed milestones, improved caregiver child interactions witnessed, latrine coverage increased to 87%, Baby friendly open days conducted. Linkages to other key stakeholders realized, (Birth registration, Agriculture, education, child protection unit. This ensured every child received birth notification and registration. The teen mom also developed entrepreneurship skills: beads making, saponification, savings and other small business activities. This initiative confirms that children of teen mums too can receive better responsive care when the environment is welcoming and supportive. Grassroot involvement of teen moms on their own problems were facilitating factors for the success of the project. All the economic empowerment activities were initiated by the teen mums with technical support from KMET and the County government thus sustainability of the majority of the groups.

The Impact of the COVID-19 Pandemic on Child Development in Nairobi City

Charles Muruka, Emily Owino and Yolande Baker – Mothers2Mothers

In response to COVID-19, the government ordered precautionary measures, including restrictions on movement, social distancing and encouraging people to stay at home. The stay-at-home advisory coupled with the loss of livelihoods for caregivers increased the risks of depression, gender-based violence and child abuse, factors that negatively affect child development. The m2m integrated ECD/RMNCH/PMTCT programme, implemented on a facility-to-community platform in Nairobi City, focuses on the period from pregnancy to the age of three. The goal is to ensure that HIV-positive, HIV-exposed and other vulnerable young children have improved health, well-being and developmental outcomes. Mentor Mothers interact and empower caregivers across the five components of nurturing care while using digital applications to capture data and conduct assessments on child developmental milestones and maternal mental health. In 2019, children with birth certificates were 6%, but reduced to 3% in 2020 and rose marginally to 4% in 2021. In terms of maternal well-being, mothers assessed as consistently “always” coping and consistently “sometimes” coping declined from 81% in 2019 to 63% in 2020 but rose to 80% in 2021. Mothers with sustained coping remained constant at 11% in 2019 and 2020. In 2019, 2020 and 2021, children aged 12 months with normal growth were 98%, 100% and 94% respectively. In 2020 and 2021, 100% and 95% respectively attained the expected developmental milestones at age 12 months, compared to 88% in 2019. Mentor Mother support to caregivers was beneficial for maternal well-being and child development during the COVID-19 pandemic.

Education the key to the future

Pole Pole Olabide

We know that human beings are survivors, adaptive and social like no other species. The human race has these characteristics whether it belongs to one culture or another whether adult or children. And from that knowledge we know how we learn and how we develop to achieve our best version. In view of the fact that we have the knowledge of how human beings are and will be, the future world is going to be one of the biggest challenges we will have to overcome. Because of that reason, educators have the task of preparing our children and young people for the future that they have to live. From love and trust. From a look of admiration that builds. With challenges and achievable goals that make them improve themselves. Through experimentation and manipulation. With an exciting education, because only what engages us is learned in a meaningful way. Teachers, or travel companions as we like to call ourselves, we will have to accompany our students in this learning process. They come from their morning, from their world to the school and from the school they will return to the world offering their best version to their people. As we have explained previously, each human being learns in a different way and time. For this reason, students are offered different activities taking into account the 8 intelligences to know the strengths, weaknesses and tastes of each one and thus respect the maturation level of all. In order to carry out all this, it is essential not only the teacher’s respect for the students, but also the material and spaces are the key to offering them a suitable battery of activities. In order for the teachers to be able to program the appropriate activities, good observation of the students is of the utmost importance, and for this, Pole Pole Olabide has the appropriate observation tools. All these documents created exclusively for the needs of Pole Pole Olabide, are constantly being improved in order to personalize the evolution of each boy and girl.

Systems thinking a key imperative in achieving universal school feeding: case of Food for Educations ECD implementation

Food for Education

Founded in 2012, Food for Education (F4E) is a Kenyan-led social enterprise that uses technology, smart operations and logistics to provide low-cost, high quality meals that improve nutrition and education outcomes for primary school children in Kenya. As of today, we have served over 15 million meals and currently serve 140,000 meals a day. In Kenya, only 1 in 5 school children receive a school meal, compared to half of all school children globally. Of the estimated 10 million Kenyans in public primary schools, about 60% do not receive adequate nutrition and only 20% enjoy a minimally acceptable diet. Classroom hunger also affects a pupil’s ability to engage and perform in the classroom and therefore leads to lower performance and eventually reduced economic improvement outcomes. To provide adequate, nutritious and affordable food to school-children, we developed a unique model that addresses the unique challenges this proposition presents. First, we source high quality food directly from local farmers, taking advantage of economies of scale to get the best prices possible. We then cook the food from our centrally located kitchens, adhering to international food safety standards. The hot food is then distributed to students in sealed containers through our fleet of school feeding trucks, and served to young learners through our Tap2Eat solution. To demonstrate the tangible impact of our model, we partnered with the County Government of Murang’a to serve porridge in ECD centers. In the initial piloting phase that lasted from October to November 2022, 294,688 cups of porridge were delivered to 20,004 beneficiaries across 314 ECD centers. The results of the pilot showed that enrolment increased by 4.2% and attendance went up 67.4%. Overall, the porridge program was perceived to be useful in mitigating school hunger and promoting the development of young ECD going children. We found through this pilot that our centralized design (that tends to take advantage of economies of scale available in urban and semi-urban areas) was not particularly applicable in semi-rural and rural areas. We therefore implemented a decentralized model which has been a success and has been fully implemented county-wide. There have been several large-scale school feeding programs in Kenya; however, none have been successful in either meeting its intended impact targets, or evolving into scalable, long term programs. We believe this is inherently due to challenges present across the current system. From the National Milk Program, which ran from 1979 and the 1990s, to the World Food Program’s initiative targeting schools in arid and semi-arid regions, public school feeding efforts have not been able to operate sustainably or meet the ever-increasing needs of Kenya’s growing population. These challenges include but are not limited to; Insufficient dedicated funding, the absence of a sustainable delivery model, lack of binding mandates and laws. Besides the above-mentioned challenges, the system as it exists today operates in a very complex environment, with multiple stakeholders. School feeding in Kenya is decentralized with both local and national governments involved in policy making, regulation, and implementation. This complexity and increased bureaucracy only serve to hamper effective decision making that would make meaningful change to the current system, difficult to action. To conclude, we feel that we have identified a number of useful solutions that could help point us in the right direction. They include; support local and the national government to create partnership frameworks, operational guidelines, and accountability mechanisms with parents, teachers, and students that capture roles and responsibilities, as well as appointing an agenda leader, setting up working groups to build the data and evidence base for school nutrition programmes, in order to move fiscal decision-makers from awareness to action and to unlock public finance for school-feeding, engaging elected political leaders across the spectrum and making them aware of the importance, value and benefit to the populous nutrition for children is. This could help in having useful and actionable mandates tabled and eventually passed into law.

A simple solution that works: Impact of Mary’s Meals school feeding approach

Aluda. C, Awuor, CL, Nyanchwa. T – Mary’s Meals Kenya

Consistent and cost-effective school feeding models amongst school children in the world’s most challenging settings are attractive and effective social protection options. These models have a great efficacy to simultaneously address multiple development issues, especially hunger, malnutrition, illiteracy, and poverty. 2 School feeding has been shown to provide the ever-elusive hope to keep children in school, and evidence suggests it leads to improved learning outcomes, health cognitive abilities, and overall child well-being hence perfectly fit into the nurturing care framework. Applying scalable models in delivering nutritious school meals remains an urgent intervention to not only ensure survival of vulnerable children but also sustain the various interventions by other development partners working in Turkana3 and ultimately reduce poverty levels. Additionally, Mary’s meals reports have proven that the provision of food offsets financial resources making available additional income for households, and consequently raising the benefits of being in school. 4 This paper therefore draws from the empirical evidence that targeted school feeding models especially in Turkana, (a unique ASAL context) can contribute directly to strengthening foundations for vulnerable young children and effectively contribute to Sustainable Development Goal (SDG)2, SDG4 and SDG5 and indirectly to SDG1, SDG8 and SDG10. The paper presents lessons and experiences learnt from working with the County Government(s), developmental partners and the ASAL communities in delivering simple, effective, yet scalable interventions.

Child Caregivers Curriculum in Kenya: Status and Opportunities for Standardization.

Dr. Hellen Kimathi, Dr. George Evans Owino and Rose Kamasara

A skilled, well remunerated, and motivated workforce is a crucial element of quality childcare services. Skilled caregivers can better facilitate the child’s early cognitive, social, spiritual, and emotional development. This skilling and certification will contribute immensely towards dignification and professionalization of childcare work. Numerous studies have noted that the childcare workforce in Kenya lacks the qualifications and certification needed to guarantee quality childcare services. Additionally, childcare is viewed as a career of last resort, a situation which is exacerbated by lack of a standardized national curriculum for skilling the childcare workforce. We employed a desk review approach and a stakeholder’s workshop to document the existing childcare training curriculum, identify existing gaps in the and opportunities for harmonization. Several child caregiver training curricula exist ranging from a single unit of 6 hours to a complete syllabus of 800 hours. Time allocated for theory ranges between 3 weeks to 5 months and for practicum between 4 hours – 4 months. Developers include Kenya Institute for Curriculum Development, National Industrial Training Authority (NITA), Tiny Totos, Mother Goose and they were developed between 1995-2022. Content areas covered include child development, health and nutrition, safety and security, early stimulation and play, care for the child, child rights and abuse, homecare, first aid skills and life skills. Existing curricula do not comprehensively cover all the essential content to ensure provision of quality childcare, do not allocate adequate training time, do not provide for practicum experience and most are not flexible, only providing for in-person training mode. There is need for government-led efforts to strengthen the existing National Industrial Training Authority (NITA) Childcare Giver III Curriculum to provide standardized training and achieve the goals of professionalization of the child care givers for private homes, day care centres, home-based care and institutional childcare for both local and foreign markets.

Contact Us

Quick links

Contact us

what we do

5th Conference

Members

Powered by ECD Network for Kenya