Mindful Learning: Early Childhood Care and Development for Refugee Children in Tanzania
Featured in the Journal on Education in Emergencies on page 133. This field note presents findings from an assessment conducted on the Little Ripples program, which was piloted with Burundian refugee children ages three to five in Tanzania. The aim of the assessment was to understand the general progress of the program, attitudes and perceptions about the use of mindfulness in the classroom, and the perceived effects on students and teachers who participated in the pilot. This field note provides an overview of the Little Ripples program approach; the gaps the program is aiming to address in emergency early childhood care and development services; the concept of mindfulness and its use as a teaching tool; the Little Ripples program assessment methodology and results; and recommendations for ways forward.
AVAILABLE DOCUMENTS & LINKS
The full details for everything surrounding the report:
UPDATES
iACT 33 in Chad: The Work Continues
Toward the end of January, iACT’s program associate Julia and I traveled to Chad to connect with our teammates living in the Darfuri refugee camps located in the eastern part of the country. We were there for a couple weeks, and the camps we stopped in were Am Nabak, Touloum, Iridimi, Djabal, and Goz Amer. We refer to this trip as “iACT33” because members of the iACT family, starting with our founder Gabriel Stauring, have now gone to Chad 33 times. Gabriel’s first trip was in 2005, and Katie-Jay later joined him for several visits.
Supporting hope in the Central African Republic
By the afternoon, the consensus was encapsulated by what one humanitarian worker in Bangui told us, “This is CAR. It is always high risk.”
Promising Practices in Refugee Education: Invest in Teacher Training
Teachers are the most important school-based factor in determining the quality of education.