Learning through play
How early childhood education is changing lives
“It’s like how children rely on their parents at home — at school, we’ve become that for them, "shares Indra
The morning sun filters gently into the classrooms of Shree Balbhairab Primary School in Narayan Municipality, Dailekh — a hilly district in western Nepal. Outside, the hills are alive with the soft rustle of leaves, the distant calls of farm animals and the laughter of children walking along winding paths. Inside, young learners gather, eyes wide with curiosity, their small hands clutching colourful toys and storybooks.
Today, learning feels different — not just about letters or numbers but about exploring, asking questions and discovering the world around them.
At the heart of this transformation is Indra Kumari Thapa, an Early Childhood Education and Development (ECED) teacher who has been guiding children here for nearly four years.
When she first joined the school, her classroom was simple: letters, numbers and a strict routine.
Teaching was largely one-way, with little interaction beyond instructing and sending children off at the end of the day.
UNICEF Nepal/2025/RUpadhayay
“When I first joined the school, it was just about writing and reading one or two letters, here and there. Beyond that, there was no extra knowledge at all."
- Kumari Thapa
Her experience changed after she received formal ECED training more than a year ago. The training introduced her to the full ECED curriculum — covering six key learning areas, the use of educational toys and hands-on activities that foster cognitive, emotional and physical development. Indra learned not just what to teach but how to engage with children in a way that encouraged curiosity, independence and self-expression.
“This training provided us with the tools to engage children in play that supports their physical, mental, emotional and overall holistic development. The materials we received have allowed the children to learn through play — asking questions while playing, asking questions when we read storybooks to them and showing interest in looking at books themselves,” she said.
Today, Indra’s classroom is alive with energy and discovery. Children ask questions freely, move between different learning corners and experiment with toys and storybooks.
They practice independence by buttoning their clothes, tying their shoes, counting stones and arranging shapes. The classroom has become a space where learning is intertwined with play — and where children feel safe to explore.
The bond between teacher and students has deepened — children seek her guidance and presence, mirroring the care they receive from parents at home.
“After we took the training, we started teaching the children what we learned, and the children began to learn. And now, they seek us out for everything. If we're absent for a day, they say, ‘Our madam didn’t come today,’ and look for us,” Indra explains.
Parents too have noticed the changes. While many initially measured learning by reading and writing alone, they have come to see the broader benefits of holistic education. Children are more interactive, attentive and conscious of hygiene and manners.
Teachers and school staff provide guidance to parents on the ECED methodology — helping them understand that learning happens in many ways, including through play and observation. Tools like the Early Learning and Development Standards (ELDS) report card allow teachers to track progress across 14 domains, providing parents with a clear view of their child’s development and encouraging their involvement.
The impact of early childhood education in Dailekh extends far beyond individual classrooms. Principal Laxman Prasad Koirala has observed a marked shift in how children enter Grade 1. Before ECED, classrooms were crowded, teaching relied on rote memorisation and students had limited opportunities to speak or participate.
Today, ECED classrooms are separate, well-equipped and engaging. By the time children transition to Grade 1, they can read basic letters, introduce themselves and maintain personal hygiene — skills that prepare them for continued learning.
UNICEF Nepal/2025/RUpadhayay
“By the time they join Grade 1, they’re able to read basic letters, introduce themselves, stay clean and presentable — their development is well-rounded."
- Principal Koirala
Grade 1 teacher Srijana KC sees the difference in her students every day. Previously, children without ECED backgrounds struggled to grasp concepts or participate actively, making teaching a slow and patient process. Now, children learn quickly, engage in lessons and retain information more effectively. Parents report that the skills children acquire in ECED — confidence, manners and hygiene — also influence behaviour at home, demonstrating the programme’s broader impact on the community.
Beyond the classroom, Narayan Municipality’s Education Officer, Karna Bahadur Khatri, highlights the systematic support that underpins these transformations. Through cluster-based mobile meetings, teachers from 38 ECED centres come together to share the best practices, identify challenges and learn from one another. These gatherings ensure that improvements in teaching and learning are consistent across the municipality — and that children in every school have access to the same quality of early childhood education.
“We have grouped 38 schools in Narayan Municipality into five clusters and are conducting mobile meetings. These rotating meetings provide a platform for schools to share strengths and areas for improvement — which has contributed to enhancing the quality of learning,” he explains.
The structured guidance, regular training and monitoring through tools like the ELDS report cards reflect a municipality-wide commitment to holistic child development — ensuring that the successes seen in Indra’s classroom are part of a wider, coordinated effort.
The physical learning environment has transformed as well. Before, ECED centres were small, poorly equipped rooms with minimal seating. Now, classrooms are organised and safe, learning corners are clearly defined and play-based materials encourage exploration. Enrolment has more than doubled in one year — from 564 to 1,151 children — reflecting the trust families place in early childhood education. Children are no longer simply taught letters and numbers — they are encouraged to explore, ask questions and develop habits that will help them throughout their schooling.
For Indra, this change has been profound. She now prepares lessons with care, observes children’s growth and engages them in activities that spark curiosity and creativity. The classroom has become a space where learning is joyful, interactive and meaningful.
“The children make us laugh, they make us cry — it’s a joy to be with them,” she says, reflecting on the daily highs and challenges of teaching.
This government-led initiative has allowed children like those in Indra’s classroom to experience education differently. They are learning through play, developing holistically and entering school ready not only academically, but socially, emotionally and physically prepared.
The impact of early childhood education extends far beyond the classroom — children are more confident, families are more engaged and communities recognise the value of investing in the youngest learners.
In the hills of Dailekh, the sound of children’s laughter fills the air as they move between learning corners, ask questions and explore storybooks. Parents notice the changes at home, teachers feel empowered by their students’ growth and the municipality continues to strengthen the early education system. For Indra Kumari Thapa, each day is a reminder that quality teaching and meaningful engagement can transform lives from the very start.
The transformation in Dailekh is more than a local story — it reflects the progress being made across Nepal in early childhood education. From the hills of Dailekh to communities in the Terai and mid-hills, municipalities are establishing safe, engaging learning environments, equipping teachers with structured training and involving parents in their children’s development. The experiences of children, teachers and families here mirror the broader efforts of the government to ensure that all children have the opportunity to learn, grow and enter school ready for holistic development.
From shy, hesitant learners to confident, curious students, the transformation is visible not just in classrooms, but in homes and across the community. Through this initiative — led by the Government of Nepal, with co-funding from the European Union and technical support from UNICEF — early childhood education is helping children in Dailekh build the foundation for a brighter future, one playful, curious and confident step at a time.
