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:
Teachers are the most important school-based factor in determining the quality of education.
The United Nations’ Sustainable Development Goals “are a universal call to end poverty, protect the planet and ensure that all people enjoy peace and prosperity.” iACT’s programs may not have been borne out of an intentional response to any of the “UN SDGs,” as...
Imagine being forced to flee your home—leaving behind your school, stability, and community; and losing family and friends—to start again in a new region of your country or the world. Now imagine this at the age of four. Your family and community structures have been...