From Chalk and Talk to Play and Joy: Transforming an ECED Centre in Solukhumbu

Nestled in the hills of Khuskum in Mapya Dudhkoshi Rural Municipality, Solukhumbu, Shree Siddhakali Basic School serves children from diverse communities, including Chhetri, Bhujel, and Dalit families. Although the Early Childhood Education and Development (ECED) Centre has only 21 children, it provides an important foundation for their learning and development during the most critical years of life.

Just a year ago, the atmosphere inside the ECED Centre was very different.

Like many remote ECED centres in Nepal, teaching mainly followed the traditional "chalk and talk" approach. Children spent most of their time copying letters and numbers, with few opportunities to play, explore, or interact. Learning materials were limited, there were no learning corners, child-friendly seating, or daily routines, and the classroom did not meet the national minimum standards for quality early childhood education.

Among those striving to make the best of the situation was ECD facilitator Dambar Kumari Basnet. Dedicated to supporting young learners, she worked with limited resources and had little opportunity to receive professional training on child-centred teaching approaches.

Parents also believed that children learned best by practising reading and writing. As a result, play was often viewed simply as recreation rather than an essential part of early learning and development.

Everything began to change through the ECD Harmony Project, supported by ChildAid Network Foundation and implemented by Seto Gurans National Child Development Services (SGNCDS) in partnership with Mapya Dudhkoshi Rural Municipality.

Dambar Kumari participated in training on Nepal's Early Learning and Development Standards (ELDS), where she gained a deeper understanding of child development, play-based learning, child-centred teaching, learning assessment, and effective classroom management. Regular mentoring visits further strengthened her confidence to translate theory into daily classroom practice.

Gradually, the ECED Centre started to transform.

Child-friendly furniture, carpets, cushions, books, educational kits, learning corners, and outdoor play equipment created a stimulating environment where children could learn through exploration, creativity, and play. Daily routines, encouragement charts, classroom rules, and locally made teaching materials became an integral part of children's learning experiences.

To create a safer environment for children, protective fencing was constructed around the school through a cost-sharing partnership. Around 90 percent of the investment was provided through the project, while Mapya Dudhkoshi Rural Municipality contributed the remaining share, demonstrating strong local ownership and commitment to quality early childhood education. 

For Dambar Kumari, however, the biggest transformation was not the physical environment—it was her own approach to teaching.

Instead of asking children to repeatedly copy letters, she now encourages them to learn through storytelling, songs, games, conversations, group activities, and hands-on experiences. Children are encouraged to ask questions, express themselves freely, solve simple problems together, and explore their surroundings with curiosity and confidence.

The transformation soon extended beyond the classroom.

Through regular parent orientations and interactions, families gradually came to understand that play is not separate from learning—it is the foundation of learning during early childhood. Parents who once expected children to spend their days writing letters began actively supporting the ECED Centre.

They contributed locally available materials such as doko (traditional baskets), nanglo (winnowing trays), wooden household items, and other indigenous materials, which are now used as learning resources in classroom activities. Their participation has strengthened the connection between home and school while making learning more meaningful and culturally relevant for children.

The changes have had a visible impact.

Children now come to school cleaner, happier, and more enthusiastic about learning. They actively participate in classroom activities, confidently interact with teachers and friends, and enjoy learning through play both inside and outside the classroom.

Attendance has improved remarkably—from around 80 percent at the beginning of the academic session to nearly 100 percent by the end. Instead of leaving as soon as lessons finish, many children now choose to stay longer, engaged in play and exploration.

The transformation has also influenced the wider community. Parents, members of the School Management Committee, and local government representatives now have a stronger appreciation of the importance of quality early childhood education and remain committed to sustaining these improvements.

Today, the ECED Centre at Shree Siddhakali Basic School is no longer defined by chalkboards and repetitive writing exercises. It has become a vibrant, child-friendly learning space where children laugh, play, explore, and build the skills they need for lifelong learning.

The experience from Solukhumbu demonstrates that meaningful change in early childhood education is possible—even in remote mountain communities. When teachers receive quality professional development, learning environments become child-friendly, parents become active partners, and local governments invest in young children, an ECED Centre can be transformed into a place filled with play, participation, and joy.

From chalk and talk to play and joy, the transformation of Shree Siddhakali Basic School reminds us that investing in the early years is ultimately an investment in children's futures.