Hands-On Learning
Revolutionising early childhood development in Namibia’s informal settlements
By Frieda Kakololo
[This article first appeared in the FlyNamibia magazine]
Imagine learning to ride a bike or swim without ever getting on the saddle or into the water. From their first few years of life, children need tactile experiences to grasp concepts effectively. Interactive learning activities and materials are therefore critical for kindergartens (known as early childhood development centres) around the world. However, children in the poorest urban areas in Namibia often have little or no access to such materials. At Development Workshop Namibia (DWN), they are working with educators to change this situation, providing training and resources to ensure every child has the opportunity to learn through experience.
Whether it is learning a new language or playing an instrument, active involvement leads to better understanding and skill development. Interactive learning is particularly vital during the first five years of life when 90% of brain development occurs. Scientific research shows that children absorb up to 80% of what they see and do, compared to minimal retention from passive methods like listening or reading. This underscores the importance of engaging multiple senses, especially during the formative years.
Susan Mathews is a teacher at Suzy’s Kindergarten & Daycare, located in Hakahana, an informal settlement in Windhoek. Informal settlements are usually areas where housing is makeshift or substandard, lacking basic services like clean water, sanitation and electricity. These settlements are often overcrowded, with houses built very close together, leading to high population density. Residents usually do not have legal rights to their homes, making them vulnerable to eviction. Infrastructure such as roads and drainage systems is often poorly maintained or non-existent, and these areas are frequently located in regions prone to environmental hazards like floods and landslides.
Early childhood development centres in poor areas like this face many challenges, including a lack of interactive learning materials and limited training for teachers on suitable learning activities. Recognising these needs, DWN, with the support of various partners like MTC, Capricorn Foundation, Twin Hills Trust and Interteam Swiss, initiated a transformative training programme focused on tactile learning experiences. Susan seized the opportunity to participate wholeheartedly. The training programme emphasises active, child-centred learning methods that use play to instil foundational skills. “Children learn about the world by using their senses – feeling, touching, smelling, seeing and tasting,” Susan explains passionately. “Not having these materials really delays their development.”
The training sessions are packed with practical, fun-filled activities where educators learn by doing. From hopping to the rhythm of “The Wheels on the Bus” to playing interactive games like “I Spy with My Little Eye” and scavenger hunts, these activities ensure an engaging and hands-on learning experience for the children. Educators like Susan also learn how to use recycled materials and household items to create their own learning tools. “These materials are not only cost- effective but sustainable. They allow us to make our own materials as needed.”
Excited to show what she has learned, Susan invited me to visit her kindergarten. When I arrived, I found children fully immersed in play with these homemade resources. “They have been enjoying the materials I made,” Susan shares with a smile. Beyond cognitive development, these activities promote crucial social and emotional skills like sharing and emotional management – a vital foundation for future success.
By investing in educators through this training, DWN enriches teaching practices and enhances learning outcomes for children. Every child, irrespective of background, deserves access to quality learning materials and skilled educators who nurture their potential. By addressing educational inequalities head-on, educators like Susan are empowered to ensure that children receive the essential foundation needed to thrive academically and socially.
Early childhood development is not just about education; it is about building resilient communities. Creative initiatives like these, supported by partners and driven by dedicated educators, demonstrate how targeted efforts can catalyse enduring change. These efforts will improve the learning abilities of children in the community for many years to come. Witnessing Susan’s dedication and the joy on her learners’ faces further reinforces the belief in the transformative power of education in overcoming adversity and fostering a brighter tomorrow.
