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Hope & Joy Pre-Primary school - Village of Joy - Tanzania - 2018
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Hope & Joy Pre-Primary school - Village of Joy - Tanzania - 2018
Visit my social network:
www.facebook.com/wizartgraffiti/
Grandparents' Day. She's an amazing and caring pre-primary school teacher. So inspiring to see her in action with the kids and how responsive they are to her.
Mongolia, June 2018: Khulan, 5, plays with a hoop outside the mobile ‘ger’ (nomadic tent) kindergarten in Bayankhongor Province. To meet the SDG 4 and provide universal access to pre-primary education for all by 2030 requires a bold, practical approach. Through its funding for the tent classrooms, UNICEF is meeting the needs of more than 20 children in Khulan’s nomadic herder community. In low-income countries today, only 1 in 5 young children is enrolled in pre-primary education.
©UNICEF/UN0220814/Matas
To learn more: www.unicef.org
Abel Chane, 6, smiles holding his little black board after writing numbers on it. Abel loves to school and because he gets to “play with his friends”. Like Abel, children enrolled in at least one year of pre-primary education are more likely to develop the critical skills they need to succeed in school. ©UNICEF Ethiopia/2019/Mulugeta Ayene
This is the picture of a pre primary school in Turtuk Village. Turtuk is the last Indian outpost before Pakistan in Ladakh and the Northernmost villages in India. Lying on the banks of Shyok River. As me and my friend was roaming around the village suddenly saw few children were curiously looking and cheering at us from a house. We also got attracted by those children and discovered that it is a pre primary school. After taking permission from their teachers we took few photographs of them. This is one of them, where they were doing their study in spite all the obstacles with the belief that one day they will also fly.
Abel Chane, 6, smiles holding his little black board after writing numbers on it. Abel loves to school and because he gets to “play with his friends”. Like Abel, children enrolled in at least one year of pre-primary education are more likely to develop the critical skills they need to succeed in school. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Samrawit Kidane (L) with her sister Mahlet in Mequat Primary School in Kilete Awelalo woreda, Tigray region, Ethiopia. Samrawit was once in ‘O’ class and now she is in grade 4. She also helps her little sister Mahlet study at home. Both comes to school together. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Kidisan Geretsadkan (L) and Milkawit Getaneh were once students of Tsadkan Demissie. Now, they are in grade 7. “Tsadkan is our first teacher in this school. We love her very much. She is just like a mother to us,” says Milkawit. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Lord Krishna is very special to children and they can relate their naughtiness to the incidents of Bal Krishna. So Janmashtami is a very special festival too and they love to hear tales of the Makhan Chor.
The children of Preprimary had a special program to mark the event. Classes 2 and 3 celebrated Janmashtami through special programs during their assemblies. They sang songs in praise of Lord Krishna and presented a skit portraying Lord Krishna and Narad Muni with ‘Polluted Earth’ as the theme. They merged Janmashtami with the message ‘How can we save Mother Earth?’. The program was a very well presented one which all the children enjoyed.
A first grade student points to letters at the board as he sounds them out. When he gets stuck, he looks to the teacher for help. Somsanouk Primary School, Pak Ou District, Lao PDR.
Reading Readiness: Poor learning outcomes rooted in low levels of basic literacy affect children throughout Laos. Kindergarten and pre-primary programs provide children with the opportunity to enter primary school ready learn. This not only boosts learning outcomes over a student’s entire school career, it also has tangible, measurable benefits in the short term, as Pak Ou District education officials explain:
In school year 2015-2016 the drop out rate in grade one was very high in this district—about 15 percent. Today (2018) it is about 5%. The reason for the steep drop: the Ministry of Education’s strategy to expand the school readiness program. Back in 2015 there were only a few kindergartens and early childhood education classrooms in the district. Today there are 35 primary schools in this district and 15 kindergartens. Asked why he thought that made all the difference the official said: “If the children have experience in the classroom before they enter Grade 1, they are better able to manage themselves.”
But the benefits of early childhood education are not enjoyed by all of the children in the community, as principal of neighboring Somsanouk Kindergarten, Ms. Somchanh Hatsady, explains: “The ethnic minorities do not seem to enroll their kindergarten age children in school as much. Maybe they are reluctant? But they usually keep their kids at home and then at the age of six put them into primary school.”
They are missing out on a lot according to Hatsady: social and emotional skills, the foundation for reading and writing, the development of fine motor skills. But they are missing out on even more when the language spoken at home is not the Lao language, which is the language of instruction throughout the country.
The results may follow them throughout their time in school and ultimately cut that time short. A recent study found that Non-Lao-Tai students were significantly more likely to lack basic skills in literacy and numeracy than those whose mother tongue is Lao-Tai and these difficulties further compound learning in other subjects. (Source: Delivery of Education Services in Lao PDR: Results of the SABER Service Delivery Survey, 2017, published in 2018 by Angela Demas, Myra Murad Khan, Gustavo Arcia, and Emiko Naka. It was prepared under the auspices of the World Bank and Lao PDR’s Ministry of Education and Sports.)
The study also found that teachers lack training in strategies tailored to non-native language learners. To this end, GPE and its partners are working together to develop a pilot reading readiness program in the Lao-Tai language with the objective of improving the (Lao-Tai) reading readiness of 500 children enrolled in kindergartens or preprimary classes in 127 communities in 14 Districts in Northern Laos, 70 percent of whom belong to non-Lao Tai language groups.
While mother tongue instruction may be appropriate in certain contexts, the existence of 47 ethnicities in Lao PDR, further branching into 160 ethnic groups that speak 82 distinct living languages without written forms (except for the Hmong ethnic group) precludes the identification of effective approaches for developing mother tongue reading readiness programs. (Source: Lao PDR GPE II Restructuring paper P149130 April 2018).
Lao PDR, December 2018
Credit: GPE/Kelley Lynch
Learn more: www.globalpartnership.org/where-we-work/lao-pdr
Tsadkan Demissie, a mother of two, have been teaching students in ‘O’ class in Mequat primary school for almost for a decade. She does her best to make her classroom more child-friendly. She makes toys molding wet paper and using mud. “Children are quick to learn. We should provide them different materials which they can play with”. ©UNICEF Ethiopia/2019/Mulugeta Ayene
In order to celebrate the birthday of Lord Krishna, a celebration was organized in Pre primary section of Udgam School for Children. All children came in traditional dresses. Some boys came dressed as ‘Krishna’ and some girls came dressed as ‘Radha’. Beautiful decorations were put up to make this event more cheerful and colorful. Children danced on the tunes of garba. A ‘Matki Phod’ event was also organized to mark the mischievous nature of ‘Bal Gopal’.
“ Navratri, the festival of nine nights, was celebrated with great gaiety and fervour.
Children were all decked up in their traditional finery, and danced to lilting tunes of the dhol.
The campus was decorated which gave a real look of “MATA NO DARBAR”.
It was decorated with glittering decoration and sparkling diyas.
It was a pleasure to watch. Children enjoyed doing garba with their friends and teachers”.
This year we continue to homeschool so it’s not surprising that the best ‘back to school’ photo include Edward!You are loving learning, especially the songs and animal poems. Simple Scrapper October 2014 template 4 Amy Tangerine Yes Please, Rady Set go, Sugarplum Paperie
The Preschool celebrated Red and Blue Day. The two bright colours were splashed all over the campus whether on softboards or as colourful paper craft. You will catch glimpses of blue and red toys along with lovely red and blue balloons! Aren't the large red flowers simply amazing?!
Needless to say the children came in shades of blue and red too.
The children of Preprimary celebrated Ganesh Chaturthi last week. They came dressed in colourful strains of yellow and joined in singing prayers to the lord. It was a fun day and they enjoyed listening to stories of their god-friend, Ganesha. They enjoyed the prasad afterwards and went home happily.
Pre-primary section of Nursery, Junior KG & Senior KG enjoyed a wonderful outing to “Pleasure Club” at Ghuma. On arrival, children were greeted with snacks and milk. Then they gleefully enjoyed rides on the train and the camel-cart. This was followed with a delicious lunch. A very nice “Puppet Show” was organized for these tiny tots and they simply loved watching it. They rested for a while and then danced vigorously to the tunes played by a D.J. While leaving they were given fruit juice and wafers. It was a fun and frolic day for all children.
Children looked wonderful dressed in red & white, the colours of joy. There was an organised dance which was performed with great zeal & pomp. Some children were also dressed as Santa Claus which looked very interesting. To cherish the moment children savoured lovely cakes to their heart’s delight.
Soliyana Gebrezgher, 6, smiles after her teacher Tsadkan Demissie helps her get her face washed. Soliyana loves to play outdoors games with her friends. “I am happy that our teacher washes our faces. It makes us clean and pretty,” she says. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Mahlet Gebremichael (L) with her younger sister Danait in Mequat Primary School in Kilete Awelalo woreda, Tigray region, Ethiopia. Mahlet is a top performing student in grade 3. She also helps her younger sister Danait, who is in ‘O’class, to study at home. Mahlet wants to become a doctor. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Pre-primary section of Nursery, Junior KG & Senior KG enjoyed a wonderful outing to “Pleasure Club” at Ghuma. On arrival, children were greeted with snacks and milk. Then they gleefully enjoyed rides on the train and the camel-cart. This was followed with a delicious lunch. A very nice “Puppet Show” was organized for these tiny tots and they simply loved watching it. They rested for a while and then danced vigorously to the tunes played by a D.J. While leaving they were given fruit juice and wafers. It was a fun and frolic day for all children.
A pre-primary class held in a school with a volunteer teacher and innovative local teaching and learning materials. Mpanda DC, Katavi, Tanzania
Tanzania, August 2019
Credit: GPE/Kelley Lynch
Learn more: www.globalpartnership.org/where-we-work/tanzania
Abel Chane, 6, plays while his friends watching in Mequat Primary School in Kilete Awelalo woreda, Tigray region, Ethiopia. These six year olds learn through songs and plays as they begin their education journey. Quality pre-primary education is the foundation of a child’s future: every stage of education that follows relies on its success. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Outdoors and In is the second in a series of pre-primary readers. It was written by Mabel O'Donnell and published by Harper & Row in 1966; this is the first edition. The book has 72 pages with large, 4-color illustrations on each page, along with simple text ("Jump on, Janet. Jump on the train.").
A student counts using bottlecaps in a pre-primary class held in a small rural church. The volunteer teacher works with the students using innovative teaching and learning materials made of locally found objects. Mpanda District, Katavi Region, Tanzania.
Tanzania, August 2019
Credit: GPE/Kelley Lynch
Learn more: www.globalpartnership.org/where-we-work/tanzania
Soliyana Gebrezgher, 6, plays the handkerchief game in Mequat Primary School in Kilete Awelalo woreda, Tigray region, Ethiopia. These six year olds learn through songs and plays as they begin their education journey. Quality pre-primary education is the foundation of a child’s future: every stage of education that follows relies on its success. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Hon. Salimane Karimou, Minister of Pre-Primary and Primary Education, Benin at the Summit.
World leaders and education advocates come together to show their dedication and support to tackling the world’s education crisis by raising their hands and pledging at least $5 billion for the next five years to help GPE transform education in up to 90 countries and territories, which are home to more than 1 billion children.
London, July 29, 2021
Credit: GPE/Tom Whipps
Learn more: www.globalpartnership.org/financing-2025/case-for-investment
Samrawit Kidane (L) with her sister Mahlet in Mequat Primary School in Kilete Awelalo woreda, Tigray region, Ethiopia. Samrawit was once in ‘O’ class and now she is in grade 4. She also helps her little sister Mahlet study at home. Both comes to school together. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Tsadkan Demissie with her ‘O’ class students in Mequat Primary School in Kilete Awelalo woreda, Tigray region, Ethiopia. Tsadkan, a dedicated pre-school teacher, loves children. She is laying the foundation of these six-year-old students’ future by providing quality pre-primary education. Despite the proven and lifelong benefits, more than 175 million children – nearly half of all pre-primary-age children globally – are not enrolled in pre-primary education. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Tsadkan Demissie helps six-year-old Abel Chane while he writes numbers in his small black board. Abel will be in grade 1 next year acquiring critical skills educational and social skills which will help he succeed further. Despite the proven and lifelong benefits, more than 175 million children – nearly half of all pre-primary-age children globally – are not enrolled in pre-primary education. ©UNICEF Ethiopia/2019/Mulugeta Ayene
‘O’ class students in Mequat Primary School happily show their writing skills. Despite limited resources, these students are lucky to have a teacher like Tsadkan Demissie who is passionate and skillful. Tsadkan believes in every child’s potential and teachs her students with songs and plays. She also made different toys with paper and mud. Children enrolled in, at least one year of pre-primary, education are more likely to develop the critical skills they need to succeed in school and less likely to repeat grades or drop out. ©UNICEF Ethiopia/2019/Mulugeta Ayene
Our tiny-tots came to school dressed in colourful Garba outfits. It was a sheer delight to watch them performing Dandiya. They pirouetted and skipped about gaily.They prayed to Ambe Mata and danced around merrily in an array of glittering colours.
Children in nursery school cartoon vector. Baby boys playing toys, female teacher making pigtails to little girl in nursery age group of kindergarten illustration. Early childhood education concept
Kisanet Hailay, 6, smiles after her teacher Tsadkan Demissie helps her get her face washed. Kisanet loves to play the puzzle game in class with her friends. “I will be a clever student. I want to be make my teacher Tsadkan happy,” she says. ©UNICEF Ethiopia/2019/Mulugeta Ayene
‘O’ class students in Mequat Primary School happily show their writing skills. Despite limited resources, these students are lucky to have a teacher like Tsadkan Demissie who is passionate and skillful. Tsadkan believes in every child’s potential and teachs her students with songs and plays. She also made different toys with paper and mud. Children enrolled in, at least one year of pre-primary, education are more likely to develop the critical skills they need to succeed in school and less likely to repeat grades or drop out. ©UNICEF Ethiopia/2019/Mulugeta Ayene
ANGLO-SAXON, Transitional/Pre-Primary Phase. Circa 675-680. Pale AV Thrymsa (12mm, 1.08 g, 12h). Pada series, Rigold PIII(1), Type 97. Mint in Kent. ↃNCΛTI ΛVИC, diademed and draped bust right / PADA (in Runic letters) ANVSPFΛONC, cross over saltire, arms terminating in annulets, pellet in center. Sutherland 82 = SCBI 63 (BM), 35 var. (legends); Abramson 1-50; Metcalf –; North 31; SCBC 770. Good VF, toned, light deposits. Attractive style. Very rare.
CNG97, 968