Building a Gender Transformative Approach to Play Based Learning

• In Event: Catalyzing Gender Transformative Approaches to Early Childhood Development in Africa

Proposal

Compounded effects of poverty and gender discrimination at an early age significantly hinder many young girls from gaining access to playful learning opportunities. BRAC is committed to not only prioritize increasing girls’ access to education, but also building learning environments that seek to transform negative and limiting gender norms and equip children, particularly young girls, with the skills and mindsets to fully realize their potential. With support from Echidna Giving, BRAC worked to make its flagship ECD model, Play Labs, gender transformative by engaging gender specialists and local gender consultants to revise its Play Curriculum, parenting curriculum, and staff and facilitator training sessions in Tanzania and Uganda. At the conclusion of the 28 month project in 2023, the revised Play Curriculum reached 3,046 children; the revised parenting curriculum reached 2,414 caregivers; 77 Play Leaders (instructors, primarily female, who facilitate the Play Labs) received gender transformation ECD and refresher trainings; and BRAC made its revised materials publicly available on its PlayBook website.

Both BRAC staff and Play Leaders received training and workshops on gender transformative ECD and completed surveys to reflect their attitudes about gender and share feedback. Some questions reflected mixed attitudes while others had more positive results; more Play Leaders indicated that harmful gender norms cause gender inequality after the training in Uganda and more Play Leaders agreed that gender norms can harm boys after training in Tanzania.

The revision of the parenting curriculum included adding sessions on gender and parenting, positive parenting, child development, identifying and controlling emotions, child care and parents' self care, and a session called “speak your mind.” Parenting sessions sought to increase awareness on gender inequality so that parents and community members would show more gender equitable attitudes at home and in their communities and break gender biases. During these sessions, parents participated in discussions and shared their thoughts, experiences, and understanding of gender transformative approaches.

BRAC also conducted outreach to fathers and male caregivers to increase their engagement and participation in parenting sessions through fathers’ forums, in which fathers shared how to become better parents with changed mindsets on positive parenting, gender equity, and learning through play. They discussed the importance of providing girls and boys with equal opportunities, the sharing of parental responsibilities between men and women, the difference between gender and sex, and other themes. Play Leaders shared that there have been positive shifts among parents in response to the revised curriculum, increased participation among male caregivers, and more conversation among parents on solutions to addressing gender inequality.

Overall, this project allowed Play Labs to become more gender equitable spaces. More Play Leaders started creating mixed gender groups during play, supporting girls to be in leadership roles during these activities, and using gender sensitive language. Staff and Play Leaders shared anecdotal evidence that there were positive shifts among caregivers in response to both the revised curriculum and outreach to fathers. More parents began speaking up on their solutions to addressing gender inequality and more fathers began attending sessions

Authors

• Rafiath Rashid, BRAC

• Mbua Gabriely Dule, BRAC Maendeleo Tanzania