This project helps to support surveys, search, screen, and assist in removing obstacles for poor children affected by COVID-19; it also encourages Bangkok's pre-schoolers to prepare for elementary school. And to increase the rate of continuing education in primary education and reduce access disparities to quality educational services.
After completing the project, the researcher organized a learning exchange forum for childcare volunteers at the Child Development Center in Bangkok, which participated in the project and offered a total of 11 childcare training courses under challenging conditions.
This project supports the budget for the Child Development Center to follow up with a total of 1,164 children at the cost of 400 baht per child. It also supports the budget for the Early Childhood Development Center and the community to engage in activities with non-formal early childhood children. Therefore, to continue bringing these children into the system costs a total of 111 cases and 3,000 baht per child.
Teachers, the community, and the central team have analyzed various children's problems that course them cannot continuously access the early childhood education system. Such as poverty, families breaking up, divorce or death from family, family convicted of a crime, family violence, drug addiction, mental health problems or mental illnesses with apparent symptoms, and inappropriate parenting problems such as physical and emotional neglect and physical, emotional and sexual abuse. We will then plan to assist an individual.
Plan for individual support
1. Coordinate with community leaders to invite families of children in difficult circumstances to participate in community activities and develop additional family intervention activities as community service activities.
2. Deliver things and recommend using the tool, which consists of toys that promote early childhood development, story books, safety accessories, and equipment to promote development, such as paper and crayons, to the child's caregiver to take care of the child.
3. Connect the families of children in difficult circumstances to various benefits and inquire about various grants, problems, and obstacles or give advice and assistance to access the system and help in terms of health, learning, and protection.
4. Connect in health care system, learning and protection to related units, including public health service centers, hospitals, early childhood development centers, kindergarten, social welfare, child protection agency.
5. Organize activities to promote nutritional, developmental, and playing skills and prevention of COVID-19 skills in individuals in the centre and home visits. And also interventions to help, give education and advice to families, report requesting assistance to relevant agencies, and forward cases.
6. Bring children and families of children in difficult circumstances to be assessed and practice parenting skills, playing skills, developmental stimulation, and stress reduction at the National Institute for Child and Family Development.
7. Bring home visit results into classrooms and online forums.
Resolving children who live in low-income families, especially the family, is facing a crisis. It must be supplemented with policies of the government and local sectors that work with their understanding and seriousness. Volunteers provide community care, and health and early childhood development centres are an additional power that is an essential capital of the community in caring for this vulnerable group of children.
The concept of extension is as follows:
1. Advocate for policies that assist the government and local governments in establishing integrated teams for early childhood development and protection and implementing screening mechanisms for high-risk populations. For example, continuous home visits are an essential strategy for at-risk groups.
2. Forcing the structures to empower care in the community to have a health centre in multiple forms and multiple forms of early childhood development centres to serve children from birth to 6-8 years of age.
3. Forcing the creation of innovations in early childhood care, such as tools, process manuals, and training to create knowledge, awareness, and skills in caring for and preventing poor children and children with negative life experiences for child caregivers, community administrators, community volunteers, and teachers in early childhood development centres and community or other health centres or developmental learning centres that were established for early childhood.
4. Systematically created early childhood development centres in the community must serve as a hub for local integrated teams working with disadvantaged young children, with policy and investment support at the local and national levels.