Preschool Education
AIL is known for its innovative programming. It was the first organization to start Learning Centers for women in Afghan refugee camps and then in the homeland. Now it has another original concept in operation, Women's Networking places, which again is highly popular. Its Preschool program was unique when it started and is the model preschool program in the country. See our Cultural Revival and Education Innovation pages.
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The importance of preschool education is well documented. Children need this early education intervention to help them develop and be ready to start school. AIL’s preschool program (PEP) provides hundreds of children with foundation education as well as learning about health, social interaction and core values. AIL's interactive, student-centered teaching in the PEP serves as a model of quality early childhood education in Afghanistan. The PEP offers a comprehensive curriculum that caters to the age and learning needs of each child. Children are categorized into different classes based on their age from nursery to class six. The students study a wide variety of subjects—Dari, English, math, sports, health, reading, writing, and science. Students participate in group discussions that help them develop critical thinking skills, formulate and share opinions, and listen to others. |
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Afghan children today have never lived during a time of peace and only know a society of civil strife. Children in AIL’s PEP learn about peace and how to respect their parents, neighbors and elders. They also learn and perform Afghan songs, dances, poems and short skits and have performed at many local and national events. They have been featured on Afghan radio, BBC-radio and TV and performed at ceremonies during AIL seminars and events. The children love to do these performances, which build their self-esteem as well as their knowledge of their heritage and culture.
AIL's program stands in stark contrast to the traditional methods of primary and pre-primary education in Afghanistan. Pre-primary education, directed at preparing children for grade school, did not exist prior to AIL’s PEP. Primary education teaching methods consisted of rote memorization and dictation and children did not typically learn to read until the 3rd grade. Now some of AIL’s PEP students learn to read before they leave preschool! Some AIL PEP students are placed into higher grades when they begin school because of the education they have already received.
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PEP Teacher Training
Teacher training and supervision is an integral part of AIL’s Preschool Education Program. Seminars and more in depth workshops are designed to upgrade the skills of preschool teachers and focus on developing classroom objectives, the characteristics of a good teacher, psychology, discipline and student-centered methodologies for teaching math, language, health and other subjects. Workshops provide teachers with training in science activities, art, making lesson plans, objectives and the benefits of preschool education for students, duties and responsibilities of preschool teachers, rules, and discipline. The quality of education in the preschools has greatly improved in the last several years due to consistent teacher training and supervision and the introduction of new materials and equipment. PEP sites are visited by AIL managerial staff and teacher trainers every week for supervision and monitoring. Staff work with the teachers to help them effectively apply what they have learned. Teachers are appreciative and realize that what they have learned has made them much better teachers and as a result, their students are learning more effectively. |
Parent and Community Involvement in PEP
AIL encourages parent and community involvement in its preschool program. Parents contribute food and other supplies to offset the costs of running a preschool. AIL has introduced the practice of holding monthly meetings for teachers and parents. For Afghans, involving parents in the schooling of their children is a new concept. When AIL began parents’ meetings a few years ago, the parents at first were not sure why they needed to come. Now they find the meetings valuable because they learn what they can do with their children at home to complement and reinforce preschool lessons. Teachers report on the progress of the children, demonstrate things that the parents can do at home, listen to the parents, and respond to questions. Parents are asked for their comments and given evaluation sheets to present their views. Parent feedback about the program has been overwhelmingly positive. AIL has a waiting list of students who would like to enroll in its PEP classes.
AIL encourages parent and community involvement in its preschool program. Parents contribute food and other supplies to offset the costs of running a preschool. AIL has introduced the practice of holding monthly meetings for teachers and parents. For Afghans, involving parents in the schooling of their children is a new concept. When AIL began parents’ meetings a few years ago, the parents at first were not sure why they needed to come. Now they find the meetings valuable because they learn what they can do with their children at home to complement and reinforce preschool lessons. Teachers report on the progress of the children, demonstrate things that the parents can do at home, listen to the parents, and respond to questions. Parents are asked for their comments and given evaluation sheets to present their views. Parent feedback about the program has been overwhelmingly positive. AIL has a waiting list of students who would like to enroll in its PEP classes.
