Getting Ready for School: Partnering with Caregivers and Communities to Support Early Years Education in India and Central America

• In Event: Peacebuilding, Philosophy, and Nature-Based Play

Proposal

Globally, although 61% of children are enrolled in some form of pre-primary schooling (UNICEF 2022), significant variations in the quality of education affect the experience of learners across diverse contexts as they enter primary schooling. In India and Central America, growing awareness has led to improvements in access to as well as quality of pre-primary education at the policy, curricula, and school levels. However, gaps persist, especially during the critical period when the child transitions to the primary years. At this time, the learner should have support beyond the classroom walls, and caregivers and communities have an important role to play. This applied research paper examines the case of Salto Al Futuro, an NGO-led school readiness program adapted from Pratham’s Leap Forward approach. The paper discusses both successes and challenges in contextualizing the model from an Indian context, enabling parents and communities to actively participate in their children’s learning journeys amidst complex socio-economic conditions in El Salvador, Guatemala, and Honduras.

Originally developed to address low learning levels and limited access to early childhood education in India’s diverse education landscape, Pratham’s Leap Forward approach focuses on strengthening the confidence and capabilities of caregivers, especially mothers, and communities as active participants in their children’s learning. Focusing on children in Grades 1 and 2, the approach focuses on their holistic development through playful, accessible activities that build early language, cognitive, physical, and socio-emotional skills. These activities are not only delivered in class but many are also conducted at home by the caregiver with their child. Interactive fairs are used to make this pivotal transition, i.e., entering primary school visible for communities, and become a platform to also celebrate caregivers’ contributions to their child’s education. In India, mothers are actively encouraged to meet in groups, where they not only practice activities to do with their children but also foster friendship and support systems with their peers. By activating partnerships at multiple levels — from homes and schools to wider community networks — the model promotes a comprehensive approach to foundational learning.
Pratham International and Glasswing International partnered to adapt this model to the context of El Salvador, Honduras and Guatemala, where violence, poverty, and fractured social systems pose significant barriers to early learning. Through a South–South exchange model, the adaptation process was deeply participatory. Program staff and educators from Central America visited India to observe implementation firsthand and collaborate on design modifications. These included contextualising learning materials for local languages and realities, integrating light-touch classroom sessions, and deploying mobile messaging (e.g., WhatsApp) to share home-based activities with caregivers. Three core components were implemented: Interactive fairs to build awareness among caregivers and communities; simple classroom activities to support transition into school routines; and sharing of digital content via WhatsApp for parents to engage in specific developmental domains at home.

Findings from implementation and monitoring data suggest high engagement among caregivers and community members, especially when programs are integrated into school–community networks and adapted to fit existing rhythms of life both in India as well as Central America. This case study illustrates how school readiness interventions can be adapted across continents through collaborative, context-centered design. The partnership between Pratham and Glasswing offers a compelling example of how flexible, community-based approaches can contribute to foundational learning in complex environments with potential for conflict and systemic socio-economic challenges. It also highlights the importance of trusting communities, investing in caregiver relationships, and sharing adaptable models across geographies to promote inclusive and contextually rooted education solutions.

Authors

• Tanvi Banerjee, Pratham International

• Maritza R Trejo, Fundación Crisalida

• Samyukta Subramanian, Pratham Education Foundation

• Banishwar Singh, Pratham Education Foundation