Mpumalanga

 

Cotlands – Mpumalanga:

 

 

 

 

 

 

 

Projects

Cotlands Education


BACKGROUND

Recent findings have proved that children from disadvantaged backgrounds, including those who experience early institutionalisation and/or are chronically or acutely ill, are likely to experience developmental delays. Since children from these categories make up the core group of children cared for by Cotlands, it is essential to implement effective early childhood development (ECD) programmes to minimise the delays.


PROJECT DESCRIPTION

The introduction of Antiretroviral Treatment (ART) has reduced the death rate of HIV infected infants and children significantly. In our Johannesburg Hospice, the number of deaths has decreased annually from 51 children in 2002, the year ART was introduced, to only two in 2007. While this has been a very positive development in the field of childcare, Cotlands, as an organisation, has had to redirect our focus to providing quality education to the children in our care. This has resulted in the implementation of a number of projects in various provinces that address education challenges in innovative ways.


Our education programmes include baby stimulation programmes, Early Childhood Development (ECD) centres, homework support and specialised educational programmes. These constructive solutions aim to minimise developmental delays while developing and supporting children to successfully access and participate in formal schooling.


Baby stimulation

Stimulating development begins the moment a child is placed in our care. Babies from birth to 14 months are included in the Baby Gym Development Programme, which provides whole-brain learning and is a simple, yet powerful programme that enhances a baby’s mental, emotional, physical and spiritual well-being. Stimulation activities are often dependent on the child’s health, availability of volunteers to work one-on-one with the baby and the willingness of the baby to cooperate with these activities. Individual sessions are provided for every baby placed at our residential facility in Turffontein. The programme is also used at ECD Centres, where parent education programmes include the Baby Gym programme. Here, parents or primary caregivers are trained to use the programme to stimulate their babies at home.


ECD Centres

Early Childhood Development (ECD) centres are one way of ensuring vulnerable children are being educated, whether they live in a rural or urban setting or in a residential care facility or at home. Quality, developmentally appropriate preschool education has proven to be instrumental in empowering and equipping young children to learn and develop successfully. Furthermore it makes entering the formal schooling system less stressful and daunting.


The educational programme offered at various Cotlands centres aims to develop the young child holistically, by offering theme based learning programmes. Children work individually and in small and large groups. Learning takes place through play, inside and outside of the classroom, with ample opportunity to discover and experiment throughout the day.


Cotlands offers ECD learning in the following areas:


Residential Care – Cotlands Turffontein

We have been focusing on providing pre-school education to the children living in the Cotlands sanctuary and hospice since 1993. Classes are kept small — a maximum of 12 children — and, with the help of an assistant in each class, the centre is able to offer individualised developmental programmes. One-on-one sessions have recently been introduced to intensify the intervention and support we offer our children.


Our centre offers inclusive education by supporting learners with special educational needs, including those who are oxygen-dependant, wheelchair bound and who have other special needs.


Outreach Programmes

A total number of nine ECD centres have either been established or are being supported by Cotlands in Gauteng (Soweto), Mpumalanga, North West and Eastern Cape. Quality pre-school education is offered by supporting practitioners through training programmes and regular site visits. The centres are also equipped with essential resources. A toy library is being developed in KwaZulu-Natal as an alternative way to support existing ECD centres in Hlabisa, an impoverished rural town in that province.


Specialised Education Programmes

Today, following the successful introduction of antiretroviral therapy (ART), the AIDS-related death rate at Cotlands has decreased significantly. While this has been a very encouraging achievement for the organisation, it has also presented a new challenge. HIV-positive children – even clinically “well” HIV positive children on treatment – experience serious cognitive delays that require specialised intervention to make it possible for them to learn to read, write and understand mathematics.


At present, 70% of Cotlands’ residential children in Gauteng are considered “well HIV positive” and this percentage is steadily increasing. Seventeen of these children of school going age were enrolled in local schools. However, despite various interventions, most of these children did not cope with the academic demands of mainstream schools where class sizes averaged 40 learners.


It is our firm belief that it is essential to address remedial problems at the very beginning of a child’s school life. Failure to grasp basic concepts will not only impact negatively on their school performance, but also on their success as adults in later life. Therefore, in January this year, Cotlands took the decision to place all our school going children who reside at Cotlands, Turffontein, at The Foundation School, administered by the Sparrows Trust. Located in Melville, The Foundation School is a remedial school that offers intervention and support to learners who are experiencing barriers to learning. It is their aim to minimise the barriers so that children can ultimately return to mainstream schooling.


Homework support

Turffontein (Gauteng)

The school going children complete their homework every afternoon with the help of a teacher and volunteers. Homework support includes reading sessions to ensure the children practice their reading skills.


Hlabisa (KwaZulu-Natal)

Homework support is offered to the orphans in this area at three local primary schools, by teachers from the Foundation Phase. Their homework routine includes a nutritious meal, supporting the children with homework tasks and providing intervention by offering a basic remediation programme. Support offered to the children includes such things as washing the orphans’ school uniforms, providing stationery or food parcels to take home or assisting older children with the resources they need to take care of younger siblings.


Additional educational activities

Holiday Programmes

Cotlands offers a holiday to the children during their annual school holidays. The aim of this programme is to provide life skills and experiences that will enhance their understanding of the world around them. An array of activities is included in the programme, ranging from planting new plants in their garden, to painting on canvas or preparing lunch. The latter requires children to go shopping, read a recipe, set the table and prepare a meal. Outings to parks, movies and the theatre form part of the holiday excitement. We also ensure that our children are given an opportunity to go on an annual holiday, preferably to the sea, since this has proved to be the children’s utmost favourite place to go. We’re hoping to be able to include children from our outreach programmes in the annual holiday once our holiday camp project had been finalised.





Christmas parties

We ensure that all the children in our programmes are given the opportunity to attend an annual Christmas party, complete with party packs and a gift. To ensure that our children remain appreciative of the gifts and parties, we collaborate with individuals, groups or corporate donors to vary the styles of the Christmas events by sponsoring or co-hosting some of the activities we have already planned for the holidays.

 

SCOPE OF SERVICES

Activity

Description

No of Children

Baby stimulation (Cotlands Turffontein)

Stimulation

28

Cotlands ECD Centre (Cotlands, Turffontein)

ECD Centre

36

Soweto ECD Centre (Diepkloof , Gauteng)

ECD Centre

15

Everest ECD Centre (Lydenburg, Mpumalanga)

ECD Centre

65

Ikemeleng ECD Centre (Kroondal, North West)

ECD Centre

100

East London, Eastern Cape

ECD Centres

100

Homework Support (Hlabisa, KwaZulu Natal)

Homework Support

95

Homework Support (Cotlands, Turffontein)

Homework Support

17

Specialised Education Programmes

Schooling

17

TOTAL

473

 

STAFFING

The staff employed per project are listed in the table below:

 

 

 

Programme

Practitioners

Assistants

Cleaner/

Cook

Gardener

Volunteers

Total per programme

Baby stimulation (Cotlands, Turffontein)

1




5

6

Cotlands ECD Centre (Gauteng, Turffontein)

3

3

2

1

1

10

Soweto ECD Centre (Diepkloof, Gauteng)

1

1

1



3

Everest ECD Centre (Lydenburg, Mpumalanga)

3

3

2

1


9

Ikemeleng ECD Centre (Kroondal, North West)

5

5

2

1


13

Eastern Cape

4

4




8

Specialised Education Programme (Sparrows)

n/a

n/a

n/a

n/a

n/a

0

Homework Support (Cotlands Turffontein)

1




4

5

Homework Support (Hlabisa, KwaZulu Natal)

4





4

TOTAL

22

16

7

3

10

58

 

CONCLUSION

Thank you for taking the time to read this proposal. Should it meet your corporate social investment requirements and you would like further information, the following addendums can be forwarded to you:


Addendum 1 – Activity Plan

Addendum 2 – Organisational Profile

Addendum 3 – Project Budget


On behalf of the children we have cared for, those we are caring for now – and those we are still to encounter, we thank you.


Rochelle Van Heerden

Relationship Manager: Corporate

 

ADDENDUM 1: IMPLEMENTATION PLAN FOR COTLANDS EDUCATION PROGRAMMES

 

EARLY CHILDHOOD DEVELOPMENT CENTRES

Objectives

Intervention / Activity

Anticipated outcome

Performance indicators

Resources

Risks

The curriculum objectives for the age group 0-4 years include the following:

  • Children should demonstrate critical thinking and problem solving abilities

  • Children demonstrate an understanding and awareness of self, positive self-concept, self-regulation, discipline and personal identify

  • Children demonstrate awareness of diversity, respect and ability to live and work with others

  • Children show abilities to communicate and use language correctly

  • Children demonstrate capabilities and interest in emergent and real-life mathematical literacy activities and information

  • Children demonstrate physical, motor abilities and health and wellbeing

  • Children demonstrate interest and abilities to learn

Implement the daily programme which includes the following activities:

  • Arrival

  • General discussion

  • Theme discussion

  • Art activities

  • Free play inside

  • Story time

  • Movement

  • Music

  • Free play outside

  • Routine periods which include toilet routine, refreshments and lunch

  • Children who are actively involved in the learning process

  • Children who are developing intellectually, emotionally, socially, physically as well as spiritually

  • Children’s language skills will be developed

  • Children’s fine and gross motor skills will be developed

  • Children’s mathematical and scientific skills will be developed

  • Year plan which indicates themes for the year

  • Lesson plans that prepare each segment of the day

  • Theme displays that portray the theme of the week

  • Art activities that are displayed

  • Learner’s portfolio of evidence

  • Disciplined children

  • Teacher planning resources

  • Appropriate and sufficient ECD resources

  • Outside area that allows for gross motor development

  • Assertive discipline programme

  • Untrained ECD staff

  • Lack of adequate resources

  • Lack of outdoor play areas

  • Lack of knowledge on correct methodology when teaching

  • Overcrowded classes (outreach programme)

  • High cost of maintaining quality pre-school education

 


BABY STIMULATION

Objectives

Intervention / Activity

Anticipated outcome

Performance indicators

Resources

Risks

To prevent and intervene in terms of developmental delays by offering a stimulation programme (Baby Gym) that focuses on the age group birth to 14 months of age

  • Daily Baby Gym sessions with individual children

  • Children will reach, or come close to achieving, recognised milestones

  • Baby Gym is part of the daily routine in the Baby unit.

  • Fewer children should exhibit developmental delays.

  • Feedback from child care and ECD staff.

  • Adequate training in the Baby Gym programme

  • Basic kit to do the programme

  • A master trainer/coordinator

  • Staff apathy

  • Lack of interest in implementing the programme

  • Developing individualised stimulation programmes to enhance development

  • Remediating developmental delays

  • Individualised stimulation programmes

  • Adequately trained staff to develop and execute programmes

  • Inadequate training and knowledge on milestone assessment


HOMEWORK SUPPORT

Objectives

Intervention / Activity

Anticipated outcome

Performance indicators

Resources

Risks

To provide homework support in such a way that it would improve school performance and reduce delays by providing basic intervention.

  • Daily homework routine where tasks allocated by the teacher are completed at home

  • Children complete daily homework tasks satisfactorily

  • Feedback from class teachers that homework had been completed.

  • Increased understanding of concepts taught at school

  • Committed, trained teacher with knowledge of how to help children overcome barriers to learning.

  • Volunteers to assist with homework

  • Children do not take responsibility for their own homework

  • Providing basic interventions to address delays

  • Intervention would focus on literacy and numeracy skills

  • Increase in children’s ability to cope with school work, resulting in improved school performance

  • Access to resources in order to plan interventions

  • Lack of knowledge by person offering intervention and support

  • Encouraging children to read, with the support of an adult, on a daily basis

  • Children have access to reading books that are on their developmental level

  • School reports.

  • Moving on to next reading level

  • Reading independently

  • Reading for their own enjoyment

  • Reading books that are graded according to various levels of reading.

  • Knowledge on how children learn to read

  • Children can still not read after this support.

 

 

SPECIALISED EDUCATION PROGRAMMES

Objectives

Intervention / Activity

Anticipated outcome

Performance indicators

Resources

Risks

To address developmental and educational delays in school going children in order for them to cope in mainstream education.

Accessing suitable schools that will adequately address each child’s educational needs

  • Children are developmentally on par with their age groups, and developmental delays are minimised.

  • The school provides skills that will enable the children to find employment once they leave school

  • Feedback from school at parents’ meetings

  • School reports

  • School fees for the Remedial School

  • Transport for 17 children to and from the school in Melville

  • Children who cannot return to mainstream and have to be kept in remedial school create cost implications

Psychosocial support

  • Minimise developmental delays by creating individualised development plans for each child in conjunction with the school, therapist and care worker.

  • Assessments to determine what intervention is needed for each child

  • Psychosocial support by offering therapy, which includes using the services offered by educational psychologists, learner support specialists as well as occupational and speech therapists.

  • The number of therapy or intervention sessions the children attend

  • Transdisciplinary team that will coordinate and offer therapy.

  • Minimising delays requires preventative measures

  • Professional intervention is expensive.

  • Children who cannot overcome their develop-mental delays will find it difficult to enter the job market when they complete their schooling.

 

 

ADDITIONAL EDUCATIONAL PROGRAMMES

Objectives

Intervention / Activity

Anticipated outcome

Performance indicators

Resources

Risks

Holiday Programme

To provide an educational holiday programme during the school holidays to all our children, which includes activities to enhance the children’s life skills, teach a new skill or is just create enjoyable and relaxing experience.

Daily activities during the school holidays

  • Children acquire life skills

  • Children are given time to play their own imaginative games

  • Children have an opportunity to relax and enjoy their time away from school

  • Holiday programme

  • Photographs

  • Reports

  • Budget is needed, especially to transport children to and from outings

  • Programme might entertain children to such an extent that they are unable to keep themselves occupied [meaning not clear]

Christmas Parties

We aim to provide each child with a Christmas party and a gift over the festive season

A Christmas party is planned that links into the holiday programme


Compiling a “Wish List” of the children needs to guide the public in deciding on gifts.

  • Parties/activities are sponsored by individuals, groups or corporate donors.

  • Gifts would include essential items for the children

  • Parties are planned and executed to match the holiday programme


  • Gifts are received and given to the children

  • Plan of activities for the December period

  • Too many Christmas parties could make the children unappreciative of what they get

  • Christmas parties are no longer exciting because there are too many.