Creating a Happy Place to Learn

A success story from rural Nepal showing how ECED training and play-based learning transformed a classroom and empowered a local teacher.

For nearly ten years, Bimala Magar had been quietly shaping young lives as an ECED teacher at Buddha Janapriya Secondary School in Likhu Tamakoshi Rural Municipality, Ramechhap. A 32-year-old differently-abled woman, she lives with her mother and sister and has long been committed to supporting children in her community. Despite her dedication and experience, she had never received formal training in Early Childhood Education and Development.

Before the project began, Bimala’s classroom reflected the challenges she faced. Teaching was largely focused on reading and writing, driven by parents’ expectations rather than children’s developmental needs. The learning space lacked basic child-friendly elements such as proper seating, carpets, and learning corners. With limited exposure to play-based methods—apart from a brief three-day Montessori orientation—Bimala struggled to fully apply the ECED curriculum. Children often found it hard to stay engaged, and the centre did not meet national minimum standards for early childhood education.

This began to change with the implementation of the ECD Harmony: Building Bright Beginnings in Solukhumbu and Ramechhap project, supported by Childaid Network Foundation and implemented by Seto Gurans National Child Development Services in collaboration with the local government. Through the project, Bimala participated in an intensive eight-day training on Early Learning and Development Standards (ELDS)—the first comprehensive ECED training she had received in her decade of service. The experience was transformative. She engaged actively in the sessions and felt newly motivated to improve both her teaching practice and the learning environment for children.

With project and local government support, the ECED centre was gradually transformed. A kit box with play and learning materials was provided, and six learning corners were established to support children’s holistic development. The classroom was upgraded with PVC carpeting, foam mats, cushions, child-friendly seating, and a bookshelf filled with age-appropriate books. Outdoor play was also strengthened with swings, a slide, a seesaw, and a climber, creating more opportunities for physical development. Throughout the project period, mentors visited the centre regularly—around three times a month—offering hands-on technical support in classroom management, material development, and child assessment using ELDS.

These changes had a profound impact on Bimala’s confidence and professional growth. She now manages the ECED centre in line with national minimum standards and takes pride in the welcoming, safe, and engaging learning environment she has created. Her teaching approach has shifted away from rote learning toward stories, songs, games, and play-based activities. Children participate more actively, enjoy their time at the centre, and are supported according to their individual learning needs.

Bimala has also become more proactive in engaging parents and the wider community. She regularly organizes meetings with parents to discuss children’s progress and share ideas on how families can support learning at home. As a result, parents now better understand the importance of play-based learning and actively contribute by providing local materials linked to classroom themes. This engagement has extended beyond the centre, with parents spending more time playing and learning with their children at home, further strengthening children’s development and well-being.

Reflecting on her journey, Bimala shares, “Before this training, I did not understand the ECED curriculum, daily routines, or how to arrange a child-friendly classroom. Now, I have organized my classroom according to national standards. The centre is clean, child-friendly, and enjoyable. Children come happily and are eager to learn.” She continues to share her learning with the School Management Committee, parents, and fellow community members, helping spread positive change beyond her own classroom.

Looking ahead, Bimala plans to continue implementing the ECED curriculum effectively and strengthen collaboration with parents, school leadership, and the Parent-Teacher Association. She also hopes to inspire and support other ECED teachers in the municipality by sharing her experiences and good practices—so that more children can enjoy happy, inclusive, and stimulating places to learn.