Over 300 refugee and host community children start school more prepared
One-month preparatory classes were organized for five- to six-year-old children over the summer, with the support of Education Cannot Wait.
- Հայերեն
- English
This summer, singing and children's voices are filling the air at Viktor Hambardzumyan Elementary School (#10) in Abovyan, Armenia. Even the heat cannot deter the five- to six-year-olds, as they eagerly prepare for one of the most important events in their lives – their first day of school on 1 September.
The children listen attentively to a fairy tale, knowing that afterwards, their teacher, Anahit Chomaryan, will give them an assignment. Chomaryan is part of the ‘Hello, School’ programme, implemented with support from Education Cannot Wait and in collaboration with Armenia's Ministry of Education, Science, Culture and Sports (MoESCS) and Teach for Armenia, which prepares displaced children living in Armenia for their first school experience.
As part of the project, 20 primary school teachers from schools with large numbers of displaced children were selected and trained to help 360 children quickly and easily adapt to their new environment, routines, and educational challenges, so they would be better prepared for school.
After completing her training, Chomaryan spent from mid-July to mid-August working with the 17 children in her group.
"Many children displaced from their homeland have had their preschool education interrupted for at least a year. Children entering first grade in the 2024-2025 school year are likely to face difficulties in school. The key to their successful adaptation is to bring their initial skills in line with the established standards and the abilities of other children in their class,"
6-year-old classmates Edgar and Arpi were displaced from their native community in September 2023 and settled in the city of Abovyan. In late summer, they came to school every morning for nearly a month.
Tatev Aghabekyan says her daughter Arpi was initially reluctant to wake up early and did not want to go to school. However, once she started to connect with her teacher, she wanted to stay longer.
"Arpi is very shy around her peers, but thanks to these classes, she became more active and excited to attend class every day,” says Tatev. “I noticed that she began interacting more easily with other children and enjoyed participating in group games. Even outside of school, she started playing more calmly with the children in the yard. Every day after class, she comes home and tells us what they did and, most importantly, what fairy tale the teacher read to them that day."
Little Arpi says she loves fairy tales.
"When I learn the letters, I'll create my own fairy tale," she says, excitedly. "I want to start school early so I can learn the letters sooner."
Children who go to kindergarten or preschool often begin their education with a head start compared to those who don't. Preparing five-to-six-year-olds for school considers their physical, psychological, social and cognitive development, with specific standards defined for each. Meeting these standards is important before starting school. Additionally, it is crucial to familiarise children with the school environment – the building, the classroom, the teacher and their classmates – before the school year begins.
The training course of this initiative is based on state standards for preschool education and first-grade subjects in the mother tongue and mathematics.
"According to the initial evaluation, the teachers revised the proposed course and, at the beginning and end of the course, they assessed and recorded each child's progress based on a pre-approved scale," explains UNICEF’s Alvard Poghosyan.
"Here, we teach academic knowledge through game-based methods – play, sing and dance. We change activities every 15 minutes because children at this age get bored and tired quickly. For an hour and a half each day, the children gradually acclimatise to the school environment, learning new things step by step. The programme is designed to be engaging and ensures that all children have the opportunity to participate in the learning process,”
Six-year-olds Lusine and Eduard relocated to the city of Abovyan in September 2023. Navigating conflict is challenging at any age but this summer, with the help of their teacher, Mrs. Chomaryan, they have learned to adapt and are eagerly awaiting the start of school.
Lusine, who dreams of becoming a hairdresser, has already made many friends, learned to add and subtract, and bought her school supplies with her mother.
"I've learned to speak politely, and I’ve learned magical words, now I always say ‘thank you’ when someone helps or ‘sorry’ when I upset someone", says Eduard, who is determined to become a doctor.
UNICEF Armenia/2024/Ghazaryan
"There's a child who gets bored easily and acts out, and there was one who cried during the first few days and didn't want to come,” she says. “But when they are gently integrated into the process, everything becomes manageable. It's important to keep monitoring their progress, identify where each child is struggling, and work with them individually.”
Chomaryan believes that ongoing support would be especially beneficial for children who struggle to grasp the academic material. In classes of 35 students, additional effort will be needed to ensure that everyone is included and engaged in the learning process.
These classes have given the displaced children a strong start, helping them make friends and adapt to their new environment as smoothly as possible. Even though they are young and may not remember everything in detail, the experience will encourage them to love school and excel in their studies.
Today, Arpi woke up easily, having already learned to rise early. She calmly arrived to school, confidently sat at her familiar desk, and began the day with her classmates, all under the guidance of a new but already familiar teacher.
“Mrs. Chomaryan told me that I can make all my dreams come true if I study hard in school, and I know I will, it is not that hard,” said Arpi.
