From Chalk and Talk to Play and Joy: Transforming an ECED Classroom 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. With just 21 students and a small team of dedicated staff, the school plays an important role in shaping early learning opportunities in this remote area.

Yet, until recently, the Early Childhood Education and Development (ECD) centre at the school faced significant challenges.

Before the project began, learning in the ECD classroom was largely limited to reading and writing letters. Children spent most of their time copying or repeating alphabets, with very little opportunity for play or creative exploration. Teaching–learning materials were scarce, and essential elements such as learning corners, daily routines, and child-friendly seating were missing.

Parents also believed that early learning meant writing practice. As a result, they showed little interest in school activities or discussions about broader child development. The classroom environment did not meet national minimum standards, and children had limited opportunities to learn through play.

This situation began to change with the implementation of the ECD Harmony Project, supported by Childaid Network Foundation and implemented by Seto Gurans National Child Development Services (SGNCDS) in partnership with the local government.

Through the project, the ECD centre received comprehensive support to improve both the learning environment and teaching practices. Child-friendly seating arrangements were introduced, along with carpets, mats, cushions, and appropriate furniture. Six learning corners were established, supported by cabinets, books, kit boxes, and a variety of play and learning materials. Outdoor play equipment was installed to promote physical development and active learning.

To further ensure children’s safety, protective fencing was constructed around the school premises through a cost-sharing approach. Around 90 percent of the support was provided through the project, while Mapya Dudhkoshi Rural Municipality contributed the remaining share, strengthening local ownership and ensuring a safer learning and play environment.

At the same time, ECD teacher Dambar Kumari Basnet received training on Early Learning and Development Standards (ELDS), enabling her to better understand child development and apply the national ECD curriculum effectively. Regular mentoring visits supported her in implementing daily routines, using learning materials, and facilitating play-based learning activities.

Gradually, the classroom began to transform.

Teaching shifted from rote learning to play-based, activity-oriented learning. Children started engaging in group games, storytelling, songs, and hands-on activities using both provided and locally made materials. Encouragement charts, daily routine schedules, and classroom rules became part of everyday practice.

One of the most significant changes was seen in the involvement of parents.

Through orientations and regular meetings, parents began to understand that children learn best through play. Their perception of early education started to shift. Instead of focusing only on reading and writing, they began actively supporting the ECD centre.

Parents contributed local materials such as ploughs, baskets (doko), winnowing trays (nanglo), and wooden objects, which are now used as learning tools in the classroom. Their participation has strengthened the connection between home and school, creating a more supportive learning environment for children.

The impact on children has been remarkable.

Children now come to school cleaner, more prepared, and more enthusiastic. They actively participate in classroom activities, enjoy learning through play, and interact more confidently with their peers and teachers.

Attendance has improved significantly—from around 80 percent at the beginning of the academic session to 100 percent by the end. Instead of leaving early, children now prefer to stay longer at the centre, engaged in play and learning activities.

Today, the ECD centre at Shree Siddhakali Basic School reflects a child-friendly, inclusive, and stimulating learning environment.

Teaching is guided by the ECD curriculum and ELDS, supporting children’s holistic development across all domains. The transformation has also influenced the wider community. Local government representatives, school management committees, and parents now have a clearer understanding of the importance of early childhood education and are committed to continuing their support.

This story shows that even small, remote schools can achieve big changes when teachers are trained, classrooms are equipped, and communities are engaged. From a classroom once focused only on letters and writing, the ECD centre has become a place filled with play, participation, and joyful learning—giving young children in Solukhumbu a stronger foundation for their future.