Joy returns to the classroom
Championing holistic Early Childhood Education in Nepal’s west
Kalikot, Nepal: When Early Childhood Education (ECE) teacher Basanta received directions from her school to shift classroom instruction against ECE pedagogy, she was alarmed.
The school had adopted a subject-wise teaching approach, which meant she could only teach in Nepali for one hour each day - a sharp shift that left her relying mostly on English and distanced her from the language her students understood best. She was also no longer allowed to use locally sourced education materials.
These changes clashed with the principles of Early Childhood Education, which emphasizes holistic development over academic pressure in the early years.
Basanta faced a dilemma. Despite her tireless efforts to advocate for the return of holistic, play-based teaching methods for the youngest learners, she was repeatedly met with a firm “no.” It left her torn. How could she, in good conscience, abandon the evidence-based practices she knew were best for early learning and return to rigid subject-wise teaching?
Basanta chose to continue advocating for the holistic learning needs of her youngest students in hopes that the changes would be revoked.
"I was totally disturbed, and I couldn't convince the school to stop the subject-wise teaching," Basanta recalls.
Change came, sparked by a visit from UNICEF Nepal and its partner, Social Awareness Center (SAC) Nepal. The teachers voiced their concern over the recent changes, prompting the involvement of the local government.
UNICEF and SAC’s advocacy with the local government led to a successful shift in the school’s approach, allowing for a return to child-friendly, play-based learning.
With new hope, Basanta set to work.
She transformed the ECED classroom back into a vibrant learning space filled with colorful learning materials, playful learning corners, and tools that sparked curiosity. The children responded with enthusiasm, their faces lighting up as they played games that also taught them letters, numbers, and life skills.
The ripple effect extended beyond the classroom. Parents who had once pressured the school to adopt English-medium instruction began to change their minds. Visiting the classroom, they saw joy on their children's faces, smiles that told stories of curiosity, confidence, and care.
Moved by what they saw, some parents even began contributing local learning materials like halo (plow) and doko (basket) to enrich the classroom environment.
"My wish came true,” Basanta shared, reflecting on the journey. "This effort ensured our children's future.”
Now, 40 children are attending ECE classes regularly and are experiencing the joys of holistic learning. Basanta also received 10 days of training on Early Learning Development Standards (ELDS) and received an ECD kit to further enhance her teaching. Continuous support from the local government, project staff, and onsite coaching has ensured that the ECE program thrives.
The transformation of Pancha Basic School is a testament to the power of community, persistence, and believing in the potential of every child. At the heart of it all stands a ECE champion who refused to give up on Nepal’s youngest children.
UNICEF Nepal and its partners, the European Union, the Government of Finland, and the Let us Learn Foundation (LuL), and the Government of Nepal, are working to ensure all children in Nepal have the best start in life.
