Learning Together Toolkit - Parent-Child Play Sessions

Learning Together
Toolkit
Parent-Child Play Session
Facilitator Guide
Acknowledgements
This toolkit is a collection of previous and new games and training activities. Many of the games have been
selected and/or modified from existing Right To Play resources so that families can play them at home.
Right To Play would like to thank the following people for their contributions to the creation
of this resource:
Right to Play Team

Faith Lee – Consultant, Lead Writer
Yvonne Chang – Consultant, Training and Capacity Building
Tara Gilroy – Manager, Training and Capacity Building
Brijpal Patel – Director, Global Program Development
Design Team
Bruce McVicar - Visual Design Consultant
Jameela Baliwala – Graphic Designer
Right To Play – Statement of Copyright

©2017 Right To Play (the “Publisher”)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the Publisher.
Project undertaken with financial support of the

Government of Canada provided through Global
Affairs Canada
Table of Contents
Welcome………………………………………………………………………………………………………………
………………………………….4 Session A: Let's
Talk……………………………………………………………………………………………………………………
……………9 Session B: Let's
Focus…………………………………………………………………………………………………………………
………….23 Session C: Let's Be
Responsible……………………………………………………………………………………………………………
…35 Session D: Let's Read...
………………………………………………………………………………………………………………………….
.49 Session E: Let's Set
Goals…………………………………………………………………………………………………………………
…….65 References………………………………………………………………………………………..
…………………………………………………..78
3
Welcome!
Dear Facilitators,
We are excited that you are working with children and parents/guardians to help children do their best in school!
The goal of this toolkit is to help you support parents/guardians to participate in their children’s education by
learning practical ways to support their children’s learning at home.
Family Engagement
A quality education does not only depend on teachers and

schools. There are different things that impact children’s
learning at school:
 The quality and amount of teaching
 Children’s abilities
 The family
Children have the most opportunity to learn when schools and
parents work together. When parents know how to support
children’s learning at home, schools have a greater chance of
being effective. It is important to value parents as partners in
Who ischildren’s
a parent/guardian?
learning.
In this toolkit,
There areparents/guardians
many ways for are the main
parents to be adults who
involved in take
theircare of a child at home.
children’s education. It can happen at home, for example, talking
In some parts of the toolkit, we only use the word to “parents” because that information is based on research about the role of parents
about school or communicating that education is important. It
can also happen at school, for example, meeting the teacher or
participating in the Parent-Teacher Association/Parent Council.
This toolkit focuses on what parents can do at home, which are
called home-based activities. Your Right To Play Country
Office may also have other activities or tools for other types of
family and community engagement.
What are home-based activities and why are they important?

Research shows that the home environment has a greater impact on what children learn than the income or
education level of their parents. For parents, this means that their interactions with their children are very
important to their child’s success. Parents do not have to be teachers. Parents can be parents who lead home-
based activities and help shape their children’s attitudes.
Home-based activities and attitudes are closely connected to students’ achievement at school, especially certain
kinds of home-based activities:
 Communicating high (and reasonable) expectations of what children can do
 Talking about school
 Helping children form positive attitudes and work habits
 Reading together - even parents who cannot read can support children to learn and enjoy reading
4 Learning Together Toolkit

Almost all parents can do these home-based activities, even if they did not go to school as children, have not
learned to read or do not have many material resources.
How to Use this Toolkit
Before you begin…

Remember that family engagement in children’s
education is a continuous journey that schools
and families make together. This toolkit supports
you to introduce parents/guardians to their role
in supporting their children’s learning.
To apply these ideas and skills over time,
parents/guardians need teachers and schools to
help them to understand their child’s progress and
needs. They also need teachers
and schools to help them understand the local curriculum and education system, and to give specific
suggestions for supporting their child at home.
If you are a teacher or school staff:
 Discuss the goals of this toolkit with the administrators and teachers at your school
 Ask them to commit to working with parents/guardians to support children’s learning
 If needed, ask administrators to provide training and support to teachers so that they can support
parents/guardians to apply the key messages of this toolkit
 Over time, work with your school community to improve communication between schools and
families if needed
If you are a parent or community organization:
 Discuss what you are doing with the school(s) that participating children attend
 Ask schools and teachers to commit to working with parents to support their children’s learning
 If needed, support schools to work effectively with parents/guardians
What is inside the toolkit?

The toolkit has three kinds of materials:
 Parent-Child Play Sessions that are designed for parents/guardians and children (ages 6-12) to
attend together and led by a facilitator. They can be organized as individual sessions, or you can
combine them with other family engagement activities. See What else can we do to support
parents/guardians to develop their knowledge and skills? below for some ideas.
 Pamphlets for adults with information and games that parents/guardians can play with children at
home to put their learning into practice. You can also give these pamphlets to parents/guardians who
were not able to attend the session.
 Pamphlets for children with ideas and games that children can play with their parents/guardians to put
their learning into practice. You can also give these pamphlets to children who were not able to attend
the session. If children were not at the session, their teacher should lead a discussion about these themes
in class and explain how to use the pamphlets.
Welcome 5
 Some parts of the child and adult pamphlets are the same. We encourage you to give pamphlets to both
children and parents/guardians, so that everyone has tools and ideas to increase family engagement at
home.
Who should lead the sessions?

The activities in this toolkit can be led by teachers, school staff, parents or community members who wish to
engage families in children’s education. When you choose a facilitator, it is important to find someone who:
 Has positive relationships with children and parents/guardians in the community
 Understands how children and adults can both learn through play
 Recognizes that children and adults both have experiences and knowledge about their lives, and is
committed to letting children and parents/guardians share their ideas
 Gives parents/guardians time to practice new skills and set their own goals (instead of only giving
them new knowledge)
 Is supported by someone who is trained in Right To Play’s Play-Based Learning Methodology if they
themselves have not been trained
We suggest that you lead the sessions with at least 1 facilitator for every 50 participants.
What are the sessions about?

This toolkit has five sessions. Each session focuses on an activity that parents can do at home to support
children’s learning. At the start of each session, you can find an Information for Facilitators page with more
information about the key messages.
The sessions can be delivered as part of a series, or by themselves. This makes it easy for families to benefit from
a session even if they missed the previous one. You can decide how many sessions to lead and what order to lead
them in. We suggest that you lead Session E after families have attended some of the other sessions.
You can also modify the sessions and key messages to fit the interests and needs of families in your community.
For example, you might take the Training Activity from one session and combine it with the Games of another.
When you modify a session or key message, make sure the key messages remain clear.
Session Key Messages Time
Session A: To build stronger relationships between children 90 minutes

and parents/guardians.
Let’s Talk!
 Children are growing socially and emotionally.
 Parents can support children to learn by talking about school.
Session B: To teach skills to concentrate and not give up. 90 minutes

Let’s Focus!  Children are growing in body and mind.
 Parents can help children to concentrate.
 Parents can help children to not give up on difficult tasks.

Session Key Messages Time
Session C: To take an active role in children’s education. 90 minutes

Let’s Be  Parents have an important role in children’s education.
Responsible!  Parents can help children learn to plan.
 Parents can help children learn to ask for help.
Session D: To support children to learn to read at school. 90 minutes

Let’s Read!  Parents can help children develop spoken language skills,
which are the foundation of reading.
 Parents can help children love and practice reading, even if
parents have not learned to read.
Session E: To set expectations that support children to succeed. 90 minutes
Let’s Set  Quality education gives children and families more
Goals! opportunities.
 Parents can support children to learn by having high
expectations about what children can do.
What happens in each session?

Each session is 90 minutes and follows the plan below. Many of the key messages may be new for
parents/guardians and you may wish to spend more time exploring them. You can modify the time and activity
for each step based on participants’ interests and needs. See What else can we do to support parents/guardians
to develop their knowledge and skills? for more ideas to support parents/guardians to develop their knowledge
and skills.
Step Purpose Suggested Time
Introduction To introduce one another and the session. 15 minutes

To set Ground Rules.
Training Activity To support understanding of child development and quality 30 minutes

education.
Break 5 minutes
Games To learn games that children and parents can play at home to build 30 minutes
skills that support children’s learning.
Closing To review the key messages. 10 minutes

To answer any questions.
To commit to taking a positive action.
TOTAL 90 minutes
Welcome 7
Tips for Sharing Key Messages with Parents/Guardians:
Encourage parents/guardians to discuss the messages among themselves and ask questions to clarify understanding
Support them to understand how their families and communities will benefit
What
Use familiar elsethatcan
language fits we
yourdo to support parents/guardians to develop their knowledge and
context
Do not giveskills?
“orders” to tell them what to do
Do not be judgmental
To support
Share information parents/guardians
through sources (people to develop their
or media) thatknowledge
are trusted and
and skills
well- and adopt new behaviours, you may wish to
known
give these sessions as part of a parents group, or to set up a longer-term
If possible, share the same simple and consistent messages many times through different parents group. In a parent- child play
sources
session, parents/guardians can practice their skills before they try them at home. In the parents group,
parents/guardians can discuss the key messages in other ways that help adults to learn.
Parents are more likely to trust information and change their behaviours if they are encouraged to discuss it with
other parents and ask questions. Parents groups, mothers’ groups and fathers’ groups are places where
parents/guardians can do this. Parents are also more likely to trust information and change their behaviours if they
hear the same, simple messages from different sources and have time to change.
For parents to adopt new behaviours, they also need problem solving skills and the support of their peers. Some
of the key messages may not be easy for parents to put into practice. Parents can think of their own solutions that
make sense to them. When they discuss these challenges with other parents, they can share information about
different options. Friends and peer educators can also provide emotional support that builds the confidence of
parents.

Session A:
Let’s Talk!
Key Messages: To build stronger relationships between children and parents/guardians.
Session Activities
Step Purpose Time
Strengths Toss To introduce one another and the purpose of the session. 15 minutes
(Opening)
Hands Free To describe how children grow socially and emotionally from ages 6 30 minutes
Challenge to 12.
To understand that play helps children learn.
Break 5 minutes
Talk-A-Thon To ask questions about school to create rich conversation. 30 minutes
Action Plan To review the key messages. 10 minutes

(Closing)
TOTAL 90 minutes
Information for Facilitators
Different things in the relationship between a parent and child can support children’s learning, for example:
 Expressing affection
 A consistent bond (this prepares children to deal with challenges outside the home, especially in
school)
 Talking with one another
 Going together to places where children can learn, for example, a cultural activity or historical site
This session focuses on talking with one another.
9
Talking with their parents increases children’s confidence and sense of calm, their attachment to their parents,
their feelings of security, their language skills and their curiosity.
What should parents and children talk about?

When parents talk with children about what is happening at school, they impact school achievement more than
they do by checking homework! Talking about school does not mean that parents and children should review
facts from class, or discuss test results. Parents impact their children’s learning the most when they talk about
their children’s interests and experiences.
Some questions parents can ask are:
 What is something good that happened today?
 What was something difficult that you had to do today?
 Did your classmates do anything funny?
 Who did you play with? What did you play?
 Can you show me something you did/learned today?
Even when parents want to help with school work or activities, they are not limited to teaching class material.
They can encourage, listen, react, praise, guide, monitor or discuss.
To support children to learn, parents/guardians can also:
 Talk everyday about everyday events
 Express affection
 Talk about books, newspapers, TV shows, magazines
 Encourage children to try new words and build their vocabulary
How can parents increase the quality of their conversations?

 Be positive and supportive
 Ask open-ended questions about specific things (see Session A: Activity 3 for more information)
 Listen to what your child says and ask a follow-up question
 Make sure that both parents and children have a chance to listen and speak

Activity 1: Strengths Toss (Opening)
Purpose:
 To introduce one another and the purpose of the session.
Prepare
 To theset
Space andRules.
Ground Materials
Materials Required:
1. Add
Let’syour/your organization’s
Talk! for adults pamphletcontact
– 1 perinformation to a copy
adult participant (seeof the Let’s
Session A: Talk! pamphlet
Resource 1) for children
and a copy of the Let’s Talk! pamphlet for adults.
 Let’s Talk! for children pamphlet – 1 per child participant (see Session A: Resource 1)
2. Make
Ball –copies
one forofevery
these10-15
pamphlets for participants. (Each parent/guardian receives the pamphlet for
participants
adults and each child receives the pamphlet for children.)
Time: 15 minutes
Introduce the Session
3. When participants arrive, give one pamphlet to each participant.

4. Welcome participants to the session and introduce yourself and your role.
5. Tell participants where the exits and washrooms are and what time the breaks will take place.
6. Briefly state the theme of the play session (below). Write the key messages on a piece of flipchart
paper and post.
To build stronger relationships between children and parents/guardians.

7. Explain:
 Different things in the relationship between a parent and child can support children’s learning, and
parents can do simple things at home to impact learning at school.
 One of these is to talk about what is happening at school.
 Today they will learn about children’s emotional and social development and some simple ways to
have rich conversations about school.
8. Explain:
 The pamphlets have games and activities that they can do together at home to practice the skills that
they learn today.
9. Tell the group that you would like to share some Ground Rules to make sure that everyone has a
positive experience:
 Listen to one another
Session A : Lets Talk ! 11

 Be respectful and kind
10. Ask if anyone has another rule that they would like to add.
Introduce One Another
11. Form teams of 10-15 participants (parents/guardians should be in the same group as their children).
12. Explain and demonstrate that:
 Each team forms a circle.
 One player in each team will have the ball to start the game.
 At their turn, they will say:
 Their name
 Who their parent/guardian or child is
 One thing that they like about their parent/guardian or child
 Then they will toss the ball to someone else, who will take their turn.
13. Invite all teams to come back together.
14. Lead a discussion for all participants with the questions below as a guide.
R C A Discussion
Reflect a. What were some of the positive things that children and parents/guardians said
about one another?
Connect b. How do you feel when you know someone likes something about you?
Apply c. What are some ways we can support and encourage each other in today’s
session?

Session A: Resource 1
This is the cover of the Let’s Talk! pamphlet for This is the cover of the Let’s Talk pamphlets for ults
children and should be printed and distributed to ad and should be distributed to parents at the
children at the workshop. work hop.
s

Activity 2: Hands Free Challenge
Purpose:
 To describe how children grow socially and emotionally from ages 6 to 12.
Prepare
 To theunderstand
Space andthat
Materials
play helps children learn.
1. Before the session, prepare 24 pieces of paper with the information from Session A: Resource 2 (one
 Timer or timepiece
point of information on each piece of paper):
 Pieces of paper with information from Session A: Resource 2 (see step 1)
 Make sure the words are large enough to read when posted. For example, you can write the
 Tapepoints on flipchart paper and cut them into separate pieces.
 Chalk (anything to mark a start or end line)
 Make sure you can sort the papers into the four categories quickly. Below are two different ways
Time: 30you
minutes
could do this:
a) Use markers of 4 different colours (1 colour per category):
Focuses
Can control
on themselves
anger better
 The points that belong to Emotional Development: Ages 6-9 are written in red.
 The points that belong to Emotional Development: Ages 10-12 are written in blue etc.
b) Choose a symbol for each category (4 in total). Put a symbol on the corner of each paper to
show what category it belongs to (for example, all the points about emotional development for
ages 6-9 are labeled with ‘1’).
Can
Focuses
control
on themselves
anger better 12
 The points that belong to Emotional Development: Ages 6-9 are labeled with 1.
 The points that belong to Emotional Development: Ages 10-12 are labeled with 2 etc.
2. Post 4 titles on the chalkboard or wall (the papers will be posted under each title later):
 Emotional Development: Ages 6-9
 Emotional Development: Ages 10-12
 Social Development: Ages 6-9
 Social Development: Ages 10-12
3. Mark a start and end line approximately 5-10 metres apart.
4. Scatter the pieces of paper behind the end line (you may wish to place papers from the same
category near one another to make them easier to sort later).

Lead the Activity
5. Form teams of 6-10 (parents/guardians should be on the same team as their children).
6. Explain and demonstrate:
 The challenge is to collect as many papers as you can in 5 minutes.
 Each team can only bring one piece of paper back at a time.
 Between the start and end lines, only parents/guardians can touch the paper.
 Behind the end line, only children can touch the paper.
 No one can touch the paper with their hands.
 Each team can decide how many players to send to the end line at once, but they can only bring one
piece of paper back at a time.
7. Give teams a few minutes to think of a plan.
8. Begin the game.
9. Ask parents/guardians to listen as you lead a discussion for children with the questions below as a
guide.
R C A Discussion
Reflect a. How did you work together?
Connect What are some things you like about working with others?
What are some things that are difficult when you work with others?
Apply d. What are some ways you can be a good team member when you work with
others?
10. Ask participants to help you group the papers into the 4 categories and tape them under the correct titles
(explain that each title has one colour or symbol).
11. Explain:
 All children go through the same stages as they grow, but children go through these stages at
their own pace.
 The same child may grow quickly in one area but grow at an average or slow rate in another area.
 These are some key characteristics of children’s social and emotional development.
12. Read the information in each category aloud to the group. Explain any ideas that the group needs help
to understand
13. Lead a discussion for parents with the questions below as a guide.
R C A Discussion
Reflect a. Parents, what did you notice about your child during the game and
discussion? What did you notice about their emotions during the game?
How did they behave socially with the team?
Which of the characteristics on the sheets did you see?
Connect c. What are some of the characteristics on the sheets that your child shows in
daily life?

Apply d. If this is how children are, what does it mean that they need? What does it
mean for the way you interact with your child?
Possible answers: Children need affection, attention, support, to know
you are proud of them, guidance

14. Ask: What do you think children can learn from a game like this?
Possible answers: Cooperation, teamwork, fairness, honesty, respect for self and others, self-
esteem, confidence, to feel relaxed/deal with stress and anxiety
15. Explain which answers are part of children’s social development (for example, cooperation) and which are
part of children’s emotional development (for example, self-esteem).
16. Explain that in both the school and the home, teaching children will be more effective if the way we
teach matches their development. This is why the teachers at their school use play.
17. Explain that learning through play motivates children and helps them develop positive attitudes to
learning. Play can help children learn different things and grow emotionally, socially, physically and
cognitively.
18. Tell participants that after the break, they will try some games that they can play at home to develop
important skills.

Session
6 6toto9A: Resource
9years
years old 2
old 10 to 12
10 years
to 12 old
years old
Focuses
Usuallyonhasthemselves
best friends AdmiresCanandcontrol
copiesanger
older better
boys and girls
Feels
Wantsupset
to play
whenmore
others
with
saysimilar
bad things
friends
about them Likes cooperation
Needs praise for their good work
Feels
Begins
upset
to when
see another
they fail
child’s point of view Wants to
Doesn't
“fit in”like
andbeing
be part
compared
of a team
to others
Wants
Beingadults
with to
friends
give affection
is more and
andmore
attention
important Jokes orDisobeys
shows off to to
show
show they
interest
are independent
with opposite sex
Depends
Starts toonconnect
other adults
with same-sex
(not onlygroups
parents) Can sayLikes
meantothings
try new things
Needs adults to tell them what is good or bad Is more sensitive
HOW DO CHILDREN GROW?
Can be upset when you ignore what they do well
1
Is more aware of sexuality
Emotionally
Socially
1 Amended from several resources that can be provided upon request.

Activity 3: Talk-A-Thon
Purpose:
To ask questions about school to create rich conversation.
Lead The Activity
 Stone (or any small object) – one per pair
1. Explain:
 Ball (or any light weight object for tossing) – one per pair
 A4 paper
Parents can per
– one do many
pair simple things at home to impact learning at school. One of these is to talk
about school.
 Pens/pencils – one per pair
 Talking with one another is good for children’s development and their relationship with their
parents. Talking about school helps children do better in school.
 They probably already talk at home, but there are ways that parents can increase the quality of
their conversations:
 Be positive and supportive
 Ask open-ended questions about specific things
 Listen to what your child says and ask a follow-up question
 Make sure that both parents and children have a chance to listen and speak
2. Tell the group that they will play three games from their pamphlets to practice these ideas. They can also
play these at home.
3. Form pairs of one parent/guardian with their child. Parents/guardians with more than one child can form
a small group.
4. Explain that an open-ended question is one that someone can answer in many ways. It is the opposite of
questions where they can only answer with “Yes” or “No”.
5. Explain that to have a good conversation about school, parents need to ask open-ended questions about
specific things. You will demonstrate a few examples.
6. Ask older children some of the example questions below:
 What did you play?
 What was hard?
 What was funny?
 What did you do in math?
7. Ask participants to turn to the Story Chart in their pamphlet and explain that it has some topics that they
can talk about.

Story Chart
Player 1: Close your eyes. Throw the stone onto the chart.
Player 2: Ask a question about the word that the stone lands on.
8. Lead the activity Story Chart to talk about school (parents/guardians will play the role of Player 2):
Talk: When can we talk again?
Note: Every game in the pamphlet ends with a short discussion (“Talk”). In your session, give only
the game instructions first. After participants play, bring them together and read the question to the
group. Ask participants to discuss the question with their parent/guardian or child.

Comics Catch What I Say
Look
Player 1: Do not at each
look at other.
Player 2's paper. Tell Player 2 a funny thing at school.
Player
Player 2: Try 1: Ask
to draw what a question.
you hear. Pass
Ask the ball to to
questions Player
know2.what to draw.
9. Explain that to develop a conversation,
the ball back. can listen and ask follow-up questions about what their
parents
Finish and Player
show the 2: Answer
picture to and pass 1.
Player
child says.
Talk: WhatAll
elsePlayers:
can we Take one step back.
talk about?
Talk: When Player
10.canLead1:
we the Ask about
talkgame
again? what
Catch What Player 2 talk
I Say to said.about
Passschool
the ball.
and to demonstrate follow-up questions
Keep(parents/guardians
playing. See how will far
playapart you
the role of can go!
Player 1):
Note: The game can be modified in different ways to play with more than one child. For example:
 Parents/guardians can ask about a shared experience (such as playing together at recess, going
to assembly)
 The parent/guardian and an older child can take turns asking questions to a younger child
11. Explain that in the last game, parents/guardians will combine both skills – asking open-ended
questions about specific things and asking follow-up questions.
12. Give a piece of paper and pencil to each pair or small group.
13. Lead the game Comics to talk about school (parents/guardians will play the role of Player 1):

Note: The game can be modified in different ways to play with more than one child. For example:
 Parents/guardians can ask about a shared experience (such as what each child did at recess
or what happened at the school assembly)
 One child can tell the story and the parent/guardian and other children can ask
questions and draw together
14. Remind participants that a simple action like talking about school at home helps children do better in
school. Some ways to have good conversations are to listen to what children share and ask follow-up
questions, and to ask open-ended questions about specific things.

Activity 4: Action Plan (Closing)
Purpose:
 To review the key messages.
Lead The
ToActivity
commit to taking a positive action.
1. Ask each participant to tell their parent/guardian or child one interesting thing they learned at the
Pens/pencils
session.
2. Post and review the key messages:
To build stronger relationships between children

3. Ask
andparticipants if there is any information that they would like you to clarify.
parents/guardians.
 Children
4. Ask participants to are
turngrowing socially
to the Action andbox
Plan emotionally.
on their pamphlet.
 and
5. Explain Parents can support
demonstrate that: children to learn by talking about school.
 Each participant will make a promise to themselves and their parent/guardian or child.
 Together, they will set a daily time to ask questions and learn something about one another’s day. For
example, they can do this when they arrive home from school/work, during a meal, while doing
chores together, before bed time etc.
 They can draw or write their promise in the box on their pamphlet if they wish.
6. Ask if there are any questions about the content of the workshop.
7. Thank participants for coming to the session.
8. Explain how families can connect with you or your organization/school if they need more information or
support. Show where this information is on the pamphlet.

Session B:
Let’s Focus!
Key Messages: To teach skills to concentrate and not give up.
 Children are growing in body and mind.
Session Activities
Step Purpose Time
Sam Says To introduce one another and the purpose of the session. 15 minutes
(Opening)
Action Connection To describe how children grow in body and mind from ages 6 to 12. 30 minutes
Break 5 minutes
Attention Challenge To support children to develop concentration and attention skills. 20 minutes
In the River, On the To support children to try and not give up. 10 minutes
Bank

(Closing)
TOTAL 90 minutes
Parents can help children form positive attitudes and work habits. Instead of trying to “teach” their children,
parents can focus on helping them learn the skills and adopt the attitudes that they need for success. For example,
parents can teach children:
 To handle distractions
 To feel confident
 To try hard and not give up
 To have a positive attitude about school
The games in this session focus on concentration and not giving up.
23
Activity 1: Sam Says (Opening)
Purpose:
 To
Prepare theset
Space andRules.
Ground Materials
1. Add
Let’syour/your
Focus! fororganization’s contact
adults pamphlet information
– 1 per to a copy
adult participant of Session
(see the Let’sB:Focus! pamphlet
and a copy of the Let’s Focus! pamphlet for adults.
 Let’s Focus! for children pamphlet – 1 per child participant (see Session B: Resource 1)
2. Make copies of these pamphlets for participants. (Each parent/guardian receives the pamphlet for
3. When participants arrive, give one pamphlet to each participant. (Each parent/guardian receives the
pamphlet for adults and each child receives the pamphlet for children.)
paper and post.
To teach skills to concentrate and not give up.

 Children are growing in body and mind.
7. Explain:
 Parents can do many simple things at home to impact learning at school.
 One is to help children form positive attitudes and work habits.
 Today they will learn about how children grow in body and mind and some simple ways to help
children practice concentration and persistence.
8. Explain:
they learn today.
 They will try some of them in the session.

Sam Says
One player is Sam.
If Sam says, “Sam says ‘Jump’”, you jump.
9. Explain that you would like to share some Ground Rules to make sure that everyone has a positive
If Sam says “Jump” and not “Sam says”, do not jump.
experience:
Sam: Say other actions.
Talk: Whata.did
Listen
youtodo
onetoanother
focus? How can you focus at school?
b. Be respectful and kind
11. Lead the game Sam Says (you will be Sam):
12. Explain:
 If a player does the action when you do not say “Sam says”, that player needs to do 5 jumping
jacks and then return to the game.
13. Say “Sam says” with different instructions, including some instructions that will allow participants to
meet one another.
Examples:
 Shake someone’s hand and tell them your name.
 Give someone a high 5 and tell them your name.
 Say “Hello” to someone new.
14. Explain that this game is in their pamphlet. They can play it at home to practice their concentration
skills.
Session B : Lets Focus ! 25

Session B: Resource 1
This is the cover of the Let’s Focus! pamphlet for T his is the cover of the Let’s Focus! pamphlet for adults
children and should be printed and distributed to and should be printed and distributed to adults at the
children at the workshop. wo kshop.
r

Activity 2: Action Connection
Purpose:
 To describe how children grow in body and mind from ages 6 to 12.
Prepare
 To theunderstand
Space andthat
Materials
play helps children learn.
1. Post the
 information from B:
Copy of Session Session B: Resource
Resource 2 posted2on
onflipchart
a flipchart sheet.
paper (or the chalkboard)
Lead the4 Activity

different objects
2. Ask the group to do the following actions once:
 Jump high
 Spin very fast
 Hop on one foot
 Clap 3 times
3. Explain that they will use these actions in a moment.
4. Invite participants to look at the flipchart sheet and explain:
 All children go through the same stages as they grow, but children go through these stages at their
own pace.
 The same child may grow quickly in one area but grow at an average or slow rate in another area.
 These are some key characteristics of how children’s bodies and minds are growing.
5. Explain the information in Session B: Resource 2.

Action Connection
Each object has an action: Object 1: Jump
Object 2: Turn
6. Lead the game Action Connection:
Object 3: Hop on one foot Object 4: Clap 3 times
Player 1: Show the objects.
Player 2: Do the actions.
Try to go faster!
Talk: Did you get group.
better Ask
at this game?
participants to discuss the question with their parent/guardian or child.
What
Practise the actions for is hard
each at school?
object How
slowly until youcan you that
are sure get everyone
better? understands how the
object and the action are connected. Then begin the game.
Make sure participants are aware of people on either side of them when they do the actions.
7. Show the objects more quickly as participants become more familiar with the actions.
8. Lead a discussion for parents with the questions below as a guide.
R C A Discussion
Reflect a. Parents, what did you notice about your child’s physical skills during their
game? Were you able to observe anything about their thinking – their mental
skills – during the game?
b. Which of the characteristics on the flipchart did you see?
Connect c. What are some of the characteristics on the flipchart that your child
shows in daily life?
Apply d. If this is how children are, what does it mean for how you speak to your
child?
e. How you ask them to do something?
f. How you can play with them?
9. Explain that in both the school and the home, the ways we teach children will be more effective if they
match their development. This is why the teachers at their school use play.
10. Explain that learning through play motivates children and helps them develop positive attitudes to
learning. Play can help children learn different things and grow physically, cognitively, emotionally,
and socially.
11. Tell participants that after the break, they will try some games that they can play at home to develop
important skills.

Session
6 toB: Resource
69to
years old old2
9 years 10 to10
12to
years
12 years
old old
Learns
Is more
new words
confident
(2 times
in physical
as much
skills
as before!) NeedsGirls
to dogrow
a taskfaster
in small
thansteps
boys
Thinks about
Likes the muscle
to test present strength and skills NeedsIshelp
stronger
to focus on a task
Has Has
interest
goodforbalance
a short time BeginsCan
to like
use certain
their hands
subjects
better
or topics
PaysLearns
attention towhen
best sometheythings
areand not others
active Likes Is
to more
plan and
coordinated
organize tasks
Likes to plan and build LearnsReacts
to focusfaster
on a goal
Learns how to remember things Needs Has
help a making
lot of energy
decisions
HOW DO CHILDREN GROW?
Have opinions about others behavior
2
Physically (Body)
Cognitively (Mind)
2 Amended from several resources that can be provided upon request.

Please Smile
Activity 3: Attention Challenge
Player 1: Pick a goal. Try to do it. Try not to smile.
Player 2: Try to make Player 1 smile.
Talk: What did you do to focus?
Purpose: What can you do when it is hard to focus on schoolwork?
 To support children to develop concentration and attention skills.
Lead The goal
Pick a
Materials
or make your own:
Activity
Required:
Count to 100
Count all the green
Noneobjects that you see
1. Explain
Player 2 Time:that:
will hide 20 anminutes
object. Find it.
Stretch your arms and Parents
legscan
10dotimes
many simple things at home to impact learning at school.
Lie down and stay  still
One thing is to help children form positive attitudes and work habits. For example, parents can
Sing a song you likehelp children learn to handle distractions.
 To practice this, they will play two games from their pamphlet that they can also play at home.
2. Lead the game Please Smile:

Remember Me
Player 1: Focus on how Player 2 looks.
Player 1: Turn around.
3. Lead the game Remember Me:
Player 2: Change 3 things on your clothes or hair.
Player 1: Guess what changed.
Talk: How did you focus?
the game instructionsHow
first. can
Afteryou focus atplay,
participants school?
bring them together and read the question to the
4. Remind participants that parents can help children to pay attention and handle distractions. These
kinds of skills help children do well in school.

Activity 4: In the River, On the Bank
Purpose:
 To support children to try and not give up.
Required:
Lead The Activity
Materials
 None
1. Explain
Time: that an important attitude that parents can teach their children is to try and not give up when
10 minutes
something is difficult. They will try a game from their pamphlet about not giving up.
2. Lead the game In the River, On the Bank:
In the River, On the Bank

1, Player 1 talks. Player 2 moves.
If Player 1 “In the “On the “On the “In the
says: river” river” bank” bank”
Player 2 Step Be still Step Be still
will: forward back
Try to go faster!
Talk: Did you get better at this game?
What is hard at school? How can you get better?
3. Remind participants that parents can do simple things at home to impact learning at school. They can help
children form positive attitudes and work habits, like concentration and not giving up.

Purpose:
Lead The
ToActivity
Pens/pencils
session.
To teach skills to concentrate and not give up.

3. Ask participants
 Children if there is any information
are growing in body andthat they would like you to clarify.
mind.
 Parentstocan
4. Ask participants help
turn children
to the toPlan
Action concentrate.
box on their pamphlet.
 Together, they will choose an action that each of them will start taking this week:
6. Ask parents/guardians: What is one thing that you will do to help your children focus on schoolwork?
Examples:
 My child and I will set a time for homework. I will not ask them to do chores during this time.
 I will make a quiet place for my child to study at home.
 I will praise my child when they show self-control.
 We will play games about concentration once a week.
7. Ask children: When do you sometimes feel distracted at school or when you do schoolwork? Think of
one thing that you will do to focus when it is hard.
Examples:
 I will look at the teacher when another student tries to distract me in class.
 I will say “No” if someone asks me to play when I am doing homework.
 If I see something distracting, I will turn and face the other way or go to a different room.
Note: If children have difficulty thinking of an action, ask them what strategies they used in
the games today and if they can use any of these strategies at school/when they do
schoolwork.
 They can draw or write their promise in the box on their pamphlet if they wish.

10. Explain that the pamphlet has other tips for helping children to do well in school.

Session C: Let’s
Be Responsible!
Key Messages: To take an active role in children’s education.
 Parents have an important role in children’s education.
 Parents can help children learn to plan.
Session Activities
Step Purpose Time
Over and Under To introduce one another and the purpose of the session. 15 minutes
(Opening)
Imaginary Creature To recognize that parents have an important role in children’s 30 minutes
education.
Break 5 minutes
Responsible To practice planning and seeking help. 30 minutes

Learners

(Closing)
TOTAL 90 minutes
Parents can be involved in education in different ways. When their involvement focuses on children’s learning, it
impacts children’s achievement the most. However, some parents might not take this role. Some reasons for this
could be:
 Parents believe their role is to provide material, time and space to study
 Parents are not sure how to support their children’s learning
 Schools do not think that parents have the resources or ability to support learning at home
Parent engagement can grow when parents believe that they have the skills and knowledge to contribute to what
the school is doing and when they believe that the school and their children value their participation. You can
help parents see that they can get involved by communicating that they do not need to know how to do
homework to help. Help parents see that there are other important roles that they can play to encourage their
children’s learning.
35
What roles can parents play at home?
This toolkit focuses on four activities in the home environment that are more closely connected to children’s
achievement at school:
 Expecting children to do well in school
 Talking about school
 Helping children form positive attitudes and work habits
 Reading together (even parents who cannot read can support children to learn and enjoy reading)
The second part of this session focuses on helping children form positive attitudes and work habits. Instead of
trying to “teach” their children, parents can help them learn skills and attitudes that they need for success. For
example, parents can help children:
 To feel confident
 To ask for help from the teacher
 To plan ahead
 To have a positive attitude about school
The games in this session focus on planning and asking for help.

Activity 1: Over and Under (Opening)
Purpose:
Prepare
 To theset
Space andRules.
Ground Materials
1. Add your/your organization’s contact information to a copy of the Let’s Be Responsible! pamphlet for
 Let’s Be Responsible! for adults pamphlet – 1 per adult participant (see Session C: Resource 1)
children and a copy of the Let’s Be Responsible! pamphlet for adults.
 Let’s Be Responsible! for children pamphlet – 1 per child participant (see Session C: Resource 1)
2. Make
Chalkcopies of thesetopamphlets
(or anything mark linesfor
onparticipants.
the ground) (Each parent/guardian receives the pamphlet for
 Balls – 1 per team
 Timer
Introduce or timepiece
the Session
paper and post.
To take an active role in children’s education.

7. Explain:
 Parents have an important role in children’s education.
 Children
 and parents
Parents can both
help play important
children learn toroles in children’s learning at school.
plan.
 In this
 Parents cansession, they will
help children talk
learn to about
ask forsome
help.specific ways that children and parents can take
responsibility for children’s learning.
8. Explain:
they learn today.
 They will try some of them in the session.
Session C : Lets Be Responsible ! 37

experience:
a. Listen to one another
11. Form teams of 6-10 participants (parents/guardians should be in the same group as their children).
12. Ask each team to form a line and share their names with their team.
 When the game begins, the first players in line pass the ball over their heads to the players behind
them. These players pass the ball through their legs to the teammates behind them. This pattern of
“over” and “under” continues until the ball reaches the last player in line.
 Before a player passes the ball, they must say the name of the player behind them.
 The last player in line runs to the front of the line with the ball to start again.
 You will set the time to 1.5 minutes and see which team can pass the ball down the line the most
times.
Note: If any players are not comfortable passing the ball through their legs, ask teams to pass
from side to side (for example, the first player turns left to pass, the next player turns right etc.).
14. After 1.5 minutes, see how many times each team passed the ball down the line. Ask each player to say
the number of times they moved to the front of the line and add up the total for the team.
 They will play again.
 They will still pass the ball to the player behind them, but this time they need to say the name of the
player in front of them before passing the ball.
R C A Discussion
Reflect a. What was your responsibility in this game?
Possible answers: Pass the ball, remember and say your teammate’s name
b. How did you work together as a team?
Possible answers: Pass the ball without letting it drop, remind each other
of our names

Connect c. In your family, what are some different responsibilities that family
members have?
d. How does your family work together as a team?
Apply e. Why is it important to play your part on a team?
f. How can family members support one another to play their part?

Session C: Resource 1
This is the cover of the Let’s Be Responsible! pamphlet This is the cover of the Let’s Be Responsible! pamphlet
for children and should be printed and distributed to for adults and should be printed and distributed to adults
children at the workshop. at the workshop.

Activity 2: Imaginary Creature
Purpose:
 To recognize that parents have an important role in children’s education.
Prepare the Space
Materials and Materials
Required:
 Flipchart paper
1. Set up theMarkers
play area:
 Copies
 Postofthe
Session
copiesC:ofResource 2 – 1 per
the imaginary team on one side of the play area, one per team.
creature
 A4 paper
Post a blank piece of paper on top of each one to cover it, but make sure that it can be lifted up to
 Tapesee the creature below.
Time:30Create space for each team to work at least 5 metres away from their picture.
minutes
2. Choose some ideas from Session C: Resource 3 that are helpful in your context and write them on a
flipchart sheet (or the chalkboard).
Lead the Activity
3. Form teams of 4-8 (parents/guardians should be on the same team as their children).
4. Give each team a sheet of flipchart paper and markers.
 They are explorers in the jungle. One day the children saw a strange creature! None of the
parents/guardians saw it. The children decide to create a picture of the creature to share with their
community.
 The Creature is behind the piece of paper.
 Children from each team can go look at the Creature one at a time.
 Parents/guardians cannot look at it.
 The team (children and parents/guardians) will work together to create a picture of the Creature.
 Parents/guardians will think of ways to help or support children to create the picture.
 They will have 10 minutes for this activity.
6. Invite teams to show their pictures to the wider group.
7. Reveal the pictures of the Creature.

R C A Discussion
Reflect a. How did parents/guardians contribute to the team even though they
could not see the Creature?
Possible answers: Ask children how they could help, encourage,
praise children for good work, help children think of missing
information that they needed to find, help children concentrate,
encourage children to participate, help children cooperate or solve
conflicts, help children take turns, help children make a plan
b. Parents/guardians, how did it feel to support children when you were not
sure what they needed to do?
Connect c. In your family, do you ever feel that it is difficult for parents/guardians to
help children with what they are learning in school?
d. What are some ways that parents/guardians have found to support
children to learn even if they do not know school subjects well?
9. Explain that:
 Parents have an important role in helping children learn and achieve in school!
 They do not need to be experts in school subjects to help.
 When parents know how to support children’s learning at home, schools have a greater chance of
being effective.
 There are many simple things that parents can do to support children to learn in school.
10. Post and share ideas from Session C: Resource 3 (consider inviting children to help hold up the pages or to
volunteer to read the ideas out loud).
11. Explain that although parents can do important activities in the school, what parents do at home has a
greater impact on children’s achievement at school.
12. Explain that the most impactful things that parents can do are to: expect children to do well in school, talk
with children about school, help children form positive attitudes and work habits, and read together in any
language.
13. Explain that parents can take many of these actions even if they did not go to school as children, did not
learn to read or do not have many material resources. In fact, the home environment has a greater impact
on what children learn than the income or education level of their parents.
R C A Discussion
Connect a. In your family, can you think of a time when parents/guardians
supported children by doing any of these actions?
Apply b. Children, what is something that you want your parents/guardians to
start doing to help you do better in school?
c. Parents/guardians, what are some simple actions that you can start
doing today to help your child do better in school?
d. What support can parents/guardians ask the school for to do this?
15. Explain that children have the most opportunity to learn when schools and parents support one
another. It is important to recognize the part that we can each play and to work together.

Make copies of this imaginary creature or draw your own!

Choose some ideas that are helpful in your context. Make sure to include the first four ideas, which are the most
effective actions that parents can take to support children’s learning.
 Have high (and reasonable) expectations of what children can do
 Talk about school
 Teach positive attitudes and work habits
 Read together in any language
 Show children that school and learning are important
 Encourage children to try new words
 Support children with homework*
 Do games and other activities that help children learn
 Do activities that help children think and interact with others
 Make a quiet place for study
 Set a time for studying
 Set a routine with time to study and read
 Set boundaries for children
 Encourage children to use their time well
* Remember that there are different ways to help with homework. Parents can encourage, listen, react,
praise, guide, monitor or discuss.
How much should children study every day?
Multiply their grade by 10!

A child in… Should study for at least…
Grade 1 10 minutes
Grade 2 20 minutes
Grade 3 30 minutes
Grade 4 40 minutes
Grade 5 50 minutes
Grade 6 60 minutes
Children should study every day, even when the teacher doesn’t ask!

Bucket Plan
Activity 3: Responsible Learners
Put down the ball and bucket 10 metres apart.
Make an obstacle course in the middle.
Make a plan to take the ball to the bucket. You can’t touch the ball with your hands or feet!
Say your plan.
Try yourPurpose:
plan. If it does not work, make a new plan.
 To practicedo
Talk: What schoolwork planning and seeking
you have help. Make a plan to finish it.
this week?
Lead The Activity
Game 1: Bucket Plan
1. Explain::
 Buckets/basins – 1 per team
Parents can do many simple things at home to impact learning at school.

Balls – 1 per team
One of the most impactful things that they can do is to help children form positive attitudes and
Random objects to create an obstacle course
work habits. For example, they can help children learn to plan and to seek help.
Game 2: To
Find the Objects
practice this, they will play two games from their pamphlet that they can also play at home.
 Any small objects – 2 per pair
2. Explain that the first game is for practicing the good work habit of planning.
 Timer or timepiece
3. Form teamsofBlindfolds
4-8 (parents/guardians should be on the same team as their children).
for older children (optional)
4. Give a bucket, ball (optional)
 Tape and some random objects to each team.
5. Lead
Time: 30the game Bucket Plan for approximately 15 minutes (explain that in this play session, children are
minutes
responsible for creating the plan):

Find the Objects
*Older kids can look for the objects with a blindfold!
Player 1: HideNote:2 Every
objects.
gamePlayer 2: Don’tends
in the pamphlet look!
with a short discussion (“Talk”). In your session, give only
Player 2: Try theto
game
findinstructions
the objects first.
inAfter participants play, bring them together and read the question to the
5 minutes.
Player 2: You group.
canAsk
askparticipants
3 questions to discuss
if youthe question
need help.with their parent/guardian or child.
Talk: Ifthat
6. Explain you needwork
another helphabit
withthat
schoolwork, whotheir
parents can teach can children
you ask? is to find help when they need it.
a small group.
8. Give 2 small objects to each pair.
9. Divide the play area into a few sections and ask each pair to play in one section of the play area.
Note: If pairs have the same objects as other pairs in their section, ask them to label their
objects with tape.
10. Lead the game Find the Objects (parents/guardians will play the role of Player 1):
11. Ask participants to share some of their answers to the discussion question. If they are only giving a few
similar answers (for example, everyone only says to ask the teacher), invite participants to think of more
ideas or share some suggestions with them (for example, peers, older children or
neighbours/friends/youth workers who know about the subject).
12. Remind participants that one of the most impactful things that parents can do to support children’s
learning at school is to help children form positive attitudes and work habits. The two work habits they
practiced today, planning and seeking help, are also ways that children can take responsibility for their
learning.

Purpose:
Lead The
ToActivity
Pens/pencils
session.
To take an active role in children’s education.

3. Ask participants
 Parentsifhave
thereanisimportant
any information
role in that they would
children’s like you to clarify.
education.
 Parentstocan
4. Ask participants help
turn children
to the learn
Action Plantobox
plan.
on their pamphlet.
 Children: What is one action that you will take to be more responsible in your schoolwork?
 Parents/guardians: What is one action that you will take to help your child learn to be more
responsible school?
 Each participant can draw or write their promise in the box on their pamphlet if they wish.

Session D:
Let’s Read !
Key Messages: To support children to learn to read at school.
 Parents can help children develop spoken language

skills, which are the foundation of reading.
 Parents can help children love and practice reading,
even if parents have not learned to read.
Session Activities
Step Purpose Time
Syllable Dance To introduce one another and the purpose of the session. 15 minutes
(Opening)
Story Starters To describe how to help children develop spoken language skills, 30 minutes
Break 5 minutes
On Stage To practice reading. 15 minutes
Treasure Hunt To identify different materials for reading and playing word games. 15 minutes

(Closing)
TOTAL 90 minutes
Why is it important to read together?

Reading is one of the bases of education. Reading together at home is closely connected to children’s
achievement at school. Reading to children, listening to them read, talking about what they are reading and
telling stories are important for preparing them to learn at school. Family reading activities can improve
children’s reading skills and interest in reading.
Families can do things every day to support children’s literacy and language development. Parents who have not
learned to read can do many of these activities. Even when parents read with their child, the main focus
49
should not be to teach their child to read the words! The focus should be on teaching children to love reading.
The important thing is to build children’s motivation, understanding and strong oral language skills, no
matter what language they use at home.
How can parents support children to learn to read?

Parents can do simple activities to give children a strong foundation for literacy and reading. Some things parents
can do are:
 Tell stories
Oral language is the
 Talk foundation
with your childof reading! When parents and children talk, tell stories, sing, describe activities etc., it helps chil
 Talk about stories and books
 Tell your child what you are doing as you work (for
example, each step of making the meal; each
ingredient you are shopping for)
 Sing
 Teach your child to memorize poems
 Encourage your child to try new words; don’t tease
them when they say or use them incorrectly
 Encourage your child to use language correctly and effectively (for example, to speak with correct
grammar)
 Play games about word sounds (with or without written language)
 Read to or with your child in any language
 Be a model of good reading habits
How can parents support children to practice reading at home?

The amount of time that children spend reading is related to reading outcomes. Since children spend more time
in the home and community than in school, it is important to read outside of school. Some things that parents
can do are:
 Set a time for your child to read every day (for example, when they come home from school or before
they go to sleep) Encourage children to choose a quiet and well-lit place to read
 Ask your child to tell you about what they read
 Read to or with your child
 Ask your child to read to you
 Encourage your child to read to siblings and friends
 Encourage children to take turns holding the book and/or reading
 Ask another child or adult you trust to read to your child
 Find books for your child
 If children do not read well, it is still helpful to look at pictures and try to read
 Borrow books from neighbours, libraries and other places in your community. Share books!
 Show your child that books are valuable
 Teach your child how to take care of them (for example, turn pages gently, keep food and
drinks away from the book)
 Create simple books or other materials for practicing reading
 Create a reading corner at home where your child can play word games or read
 Make reading a part of your family’s lifestyle. Be a model of good reading habits.
 Show that reading is important and fun!
 Show that reading and schoolwork are more important than watching TV
Remember that reading practice does not only happen with books, newspapers and magazines! Where do you
see words in your community? Are there labels on common products in shops or people’s homes? Are there
signs and notices in your neighbourhood? What does this information tell them?
What language should children practice reading in?

For children to learn to read best, they should learn to read in their mother tongue. Children learn to read their
local language in some school systems, but not all. Encourage parents and children to read together in any
language.
When you choose reading samples for the session, choose what makes sense for your context. This can depend
on:
 The language(s) that children are learning to read
 The language(s) that parents can read
 The reading materials in the home or community
Session D : Lets Read ! 51

Activity 1: Syllable Dance (Opening)
Purpose:
 To
Prepare theset
Space andRules.
Ground Materials
1. Add
Let’syour/your
Read! fororganization’s contact
adults pamphlet information
– 1 per to a copy
adult participant (seeofSession
the Let’s
D:Read! pamphlet
and a copy of the Let’s Read! pamphlet for adults.
 Let’s Read! for children pamphlet – 1 per child participant (see Session D: Resource 1)
2. Make copies of these pamphlets for participants. (Each parent/guardian receives the pamphlet for
paper and post.
To support children to learn to read at school.

7. Explain that all parents/guardians can support children to learn to read, even if they have not learned to
 Parents can help children develop spoken language skills,
read themselves.
8. Explain
Parents that
can the
helppamphlets haveand
children love games and activities
practice that they
reading, even if can do together at home to practice the
skills thathave
parents theynot
learn today.toThey
learned read.will try some of them in the session.
experience:

11. Form groups of 10-15 participants (parents/guardians should be in the

same group as their children).
 Each team member will create a dance movement for each sound
(syllable) in their name. For example, Layla has 2 sounds (Lay
(1); La (1)) so she will think of 2 movements. She could raise her
hands over her head for the first sound and slap her knees for the
second.
 Each player will say or sing their name to the team while they do
their Syllable Dance.
 Everyone will try the dance and then it is the next player’s turn.
13. Lead a discussion for all participants with the questions below as a
guide.
R C A Discussion
Reflect a. Was everyone able to play this game?
Connect b. How do you think this game is related to language skills?
Possible answers: Learn about syllables; learn different sounds;
learn to connect letters with sounds
Apply c. Do you think all parents/guardians can lead this game with their
children?
Explain that all parents can support children to learn to read and to do
well in school, even if they have not learned to read themselves.

Session D: Resource 1
This is the cover of the Let’s Read! pamphlet for children This is the cover of the Let’s Read! pamphlet for adults
and should be printed and distributed to children at the and should be printed and distributed to adults at the
workshop. workshop.

Activity 2: Story Starters
Purpose:
 To describe how to help children develop spoken language skills, which are the foundation of
reading.
Lead The Activity
 To understand that play helps children learn.
1. Explain that:
  Through simple activities at home, parents can give children a strong foundation for reading.
None
Time:30We build our reading skills on the foundation of our speaking skills. When parents and children
minutes
talk, tell stories, sing or describe the chores they are doing, children grow in vocabulary (the words
they know), fluency (speaking easily) and confidence in expressing themselves!
2. Ask participants to turn to the Story Starters activity in their pamphlet.
3. Explain that:
 Telling stories and talking about stories are two ways that parents can give children a strong
foundation to learn to read.
 Parents can tell or read stories to children and then talk about the people, places and events in the
story.
 They can do this with stories from their community or family, or new stories that they create.
 Story Starters is an activity that they can use to create new stories.
a small group.
5. Explain that they will create a story together. Parents/guardians should try to include 1-2 new words in
the story. For example:
 The name of a new person, place, thing, feeling or action, for example:
 The top of the mountain is a “peak”
 A person who is very, very mad is “furious”
 A synonym, for example: “rapid” instead of “fast”

Story Starters
Pick 2 people/animals on the page.
Pick 1 place on the page.
6. Lead the game Story Starters for approximately 10-15 minutes (say a sentence to start the story, for
Imagine the 2 people/animals are in that place.
example: “Your characters were playing ball when they heard a funny sound”).
Make a story about them!
Talk: What part did you like best? Why? When can we tell more stories?
7. While pairs create their stories, move around and guide groups who need support.
R C A Discussion
Reflect a. What was your story about?
Connect b. What do you think children can learn from stories?
c. How do you think hearing, telling or reading stories can help build
children’s language skills?
Possible answers: Learn new words, improve oral language skills,
express themselves more confidently

Apply d. What kinds of stories can your family share with one another?
Possible answers:
 Traditional stories
 Something that happened at school, work or in the community
 Something that happened when adults were young
 Something you read or heard
Explain that the pamphlets have more games that they can use to tell stories.
Or if they wish, they can simply tell or read stories!
e. What other everyday activities can parents/guardians use to build
children’s language skills?
Share some of these ideas:
 Talk with children
 Talk about stories and books
 Tell children what you are doing as you work (for example, each
step of making the meal; each ingredient you are shopping for)
 Sing
 Teach children to memorize poems
 Encourage children to try new words; don’t tease them when they
say or use them incorrectly
 Encourage children to use language correctly and effectively (for
example, to speak with correct grammar)
9. Reinforce that:
 The things that families do every day can support children’s literacy and language development.
 Parents and children can read together in any language, or play games about word sounds like
Syllable Dance.
10. Explain that:
 To learn to read, children need to be motivated through teaching methods that are effective for
them, such as play.
 Learning through play motivates children and helps them develop positive attitudes to learning.
Play can help children learn different things, including reading skills. This is why the teachers at
their school use play.
Tell the group that after the break, they will try some games that they can play at home to practice reading.

Activity 3: On Stage
Purpose:
 To practice reading.
Prepare the Space
Materials and Materials
Required:
 A short story (see preparation notes below) – 1 per pair
1. Makecopies of or
Label a short
otherstory thatmaterial
reading childrenfrom
can read
dailytolife
their parents/guardians:
(identity cards, advertisements, notices etc.) – 1 per pair
 Choose a story that:
 Is easy to act out
 Children with the lowest reading levels can read (for example, from your curriculum for Grade 1)
 Is approximately one paragraph
 Is in a language that children can read and that parents/guardians can understand
 Try to include at least one picture with the story.
 You can see a sample story in Session D: Resource 2.
Lead the Activity
2. Explain:
 It is also important for parents and children to read together in any language. This can happen even
if parents have not learned to read themselves.
 The main focus of reading together is not to teach children how to read the words. The focus is to
teach children to love reading. Make reading fun and enjoyable!
 Some ways to read together are:
 Children read to parents
 Parents read to children
 Parents and children read together
 In the next game, children will practice reading to their parents/guardians.
a small group.
4. Give each participant a copy of the short story.
5. Explain that they will play the game for 10 minutes. They do not need to finish reading the story.

On Stage
Player 1: Tell or read a story slowly.
Player 2: Act out the story as you listen.
Talk:6. Which
Lead thepart
game On the
Stage 3 (children will play the role of Player 1 and read the story):
was most fun to act out? Why? When can we tell more stories?
Note:
 Explain that in groups of more than 2 children, children can take turns reading different
parts of the story.
 Every game in the pamphlet ends with a short discussion (“Talk”). In your session, give only
the game instructions first. After participants play, bring them together and read the question
to the group. Ask participants to discuss the question with their parent/guardian or child.
7. Remind participants that reading together can be a lot of fun. For example, they can play a game like this,
or they can make sounds and use different voices when they sit and read together. The focus is to teach
children to love reading.
3 Based on Barron, P. (2013). Practical ideas, games and activities for the primary classroom (2nd ed.).

Session D: Resource 2
The Mouse
Rob saw
Matt a little mouse. The little mouse was gray. First, he ate cheese and
the Cat
crackers. Then, he wanted to play. Last, the little mouse ran away.
Hop!
Matt Hop!
the catHop!
stands up tall.
Taken from: https://s-media-cache-ak0.pinimg.com/236x/b1/bd/2c/b1bd2c399e105f8fb3b4b8f065bdce6d--reading- activities-
He loves his green
teaching-reading.jpg ball.
Hop! Hop! Hop! My, what strength! A grasshopper hops Twenty times its length! Farmer
He
says,has eyes like theStay
“Grasshopper, golden sun.
off my crop!” There goes the grasshopper, Hop! Hop! Hop!
Playing with Matt is always fun!
By Meish Goldish
Matt the cat sits in the pan.
Taken from: https://teachables.scholastic.com/content/dam/scholastic/teachables/products/60/9780545150460_015/97805451
50460_015.pdf
He sits there to be near the fan.
Matt will sit until he must go
So that mom can make some bread dough!
Taken from: https://rescue.app.box.com/s/m9mmnruh3hfgd2eaonr6act3hmegfmj3
Treasure Hunt
Activity 4: Treasure Hunt4
Player 1: Say a letter or sound.
Player 2: Find words that start with the letter or sound.
Talk: What other words start with the letter or sound?
Purpose:

To identify different materials for reading and playing word games.
Lead The Activity
 Label or other reading material from daily life (advertisements, notices etc.) – 1 per pair
a small group.
2. Ask participants to turn to the Treasure Hunt game in their pamphlet.
3. Ask: Books are not the only things that children can use to practice reading. What are some things in
your home or community that have words for children to read?
Possible answers: Posters, signs, pamphlets, notices, labels, identity cards, bags
4. Explain that participants can draw or write ideas in the box on their pamphlet if they wish.
5. Explain that parents/guardians and children can read these together. Sometimes the words are for children
in higher grades or in a different language. If children have not learned those words, they can still use
them to play word games. They will try one game now.
6. Give a label or other reading material to each pair.
7. Lead the game Treasure Hunt (parents/guardians will play the role of Player 1):
8. Remind participants that there are many things in their homes or communities that they can use to
practice reading.
9. Explain that parents/guardians or older children who have learned to write can also create simple
materials. For example, they can write a list of things to buy. Their child can practice reading it or be
responsible for checking the list when they shop together.
4 This activity was created with ideas from Save the Children’s community strategies flipbook.

10. Remind participants that when children talk and read with adults at home, they develop motivation,
understanding (comprehension) and oral language skills. These are crucial foundations for literacy.
They can use the games in their pamphlets to practice reading, or they can simply read together!

Purpose:
Lead The
ToActivity
Pens/pencils
session.
To support children to learn to read at school.

3. Ask participants
 Parentsifcanthere is children
help any information
develop that theylanguage
spoken would like you to clarify.
skills,
which are
4. Ask participants the foundation
to turn to the ActionofPlan
reading.
box on their pamphlet.
 Parents can help children love and practice reading, even if
parents have not learned to read.
 Together, they will set a regular time to read together (for example, a specific time each day, a few
times throughout the week).
 If they wish, they can draw or write their promise in the box.
6. Ask families to discuss:
 What can we read?
 How can we get more things to read?
Possible answers:
 Borrow books from neighbours, friends or libraries
 Write lists of things to do or things to buy
 Write down our own stories
 Make our own books: For young children, this can be short (5-6 pages). Put a picture and a
few words of text on each page.
Explain how families can connect with you or your organization/school if they need more information or

Session E:
Let’s Set Goals!
Key Message: To set expectations that support children to succeed.
 Quality education gives children and families more opportunities.
 Parents can support children to learn by having high expectations about
what children can do.
Session Activities
Step Purpose Time
We Care (Opening) To introduce one another and the purpose of the session. 15 minutes
Hope Relay To talk about hopes for the future. 30 minutes

To discuss how quality education can support these hopes.
Break 5 minutes
Snail’s Race To set high and reasonable expectations. 20 minutes
Goals and Dreams To describe how to support one another to reach their goals. 10 minutes

(Closing)
TOTAL 90 minutes
How to Prepare for this Session
Note: We suggest that you lead this session after some of the other sessions. The other sessions support
participants to see that parents can take simple actions to support children to learn in school. This can support
parents/guardians to set high expectations of what children can achieve.
In addition to your regular preparation, be sure to:
 Think about the attitudes towards education in your community.
Different families and communities have different attitudes towards education. Some parents may feel
that education is not helpful (for example, if they feel that education will not help their child get a job).
Other families may feel that it is important, but other things are more urgent (for example, they feel that
their child should work to support the family).
65
Think also about attitudes towards the education of girls, children with disabilities and other children
who are excluded.
 Be ready to address participants’ concerns by finding relevant information and examples. You
can find some ideas in Activity 2, but you may wish to add more ideas that fit your context.
 Be ready to provide information about community resources.
You may learn that some families face challenges or barriers to sending children to school regularly, or
that some children have major challenges at school. Be ready to share about local supports.
These resources may be formal or informal. For example, are there organizations that support families
with challenges related to employment or learning difficulties? Can children and adults in the
neighbourhood work together to make sure all children have school supplies or travel to school safely?
There may be issues that cannot be solved in the session (for example, not enough jobs after children
graduate). Encourage participants to think of ways to work as a community to address some of these
issues.
High expectations have the greatest impact on children’s achievement in school. Children do better in school
when parents tell them regularly that they believe in their potential and expect them to do well in school.
Parents’ views on their children’s education are especially related to girls’ achievement in school.
What are high expectations?

Every child has different talents, strengths and abilities. Expectations will be different for each child, even in the
same family. To support children, parents can set expectations that are high but realistic.
For example, it may not be appropriate to expect every child to get high marks or be at the top of the class. Some
children can get high marks without trying very hard. Others may work hard and never get the highest marks.
Parents can expect children:
 To try their best
 To have good study habits
 To have positive attitudes towards school
Parents can help children develop the attitude that achievement comes from effort. By
listening to one another, children and parents can develop shared expectations.
What do parents need?

Parents need:
 To know how their children are doing in school and how they are growing in general
 To know how to support their children
How can parents and schools work together?

Teachers and parents need two-way communication. They need to understand one another’s expectations and
discuss children’s learning habits, attitudes towards school, progress and social interactions.

Activity 1: We Care (Opening)
Purpose:
 To
Prepare theset
Space andRules.
Ground Materials
1. Add
Let’syour/your
Set Goals!organization’s contact–information
for adults pamphlet to a copy of(see
1 per adult participant the Session
Let’s SetE:Goals! pamphlet
Resource 1) for
children and a copy of the Let’s Set Goals! pamphlet for adults.
 Let’s Set Goals! for children pamphlet – 1 per child participant (see Session E: Resource 1)
2. Make
Time: 15 copies
minutesof these pamphlets for participants. (Each parent/guardian receives the pamphlet for
paper and post.
To set expectations that support children to succeed.

7. Explain that the pamphlets have games and activities that they can do together at home to practice the
 Quality education gives children and families more
skills that they learn today. They will try some of them in the session.
opportunities.
8. Explain
Parents that
can you would
support like totoshare
children learnsome Ground
by having Rules to make sure that everyone has a positive
high
experience:
Session E : Let’s Set Goals ! 67

10. Invite participants to form a circle.

 You will call out a statement (for example, “I like to sing!”).
 The participants who agree with your statement will leave their places and find a new place in the
circle.
 When they find a new place, they will tell the participants on their left and right what their name is,
and those participants will share their names.
 Lead the game with 6-8 statements.
Examples:
 I love my family!
 I want to learn new things!
 I like to help others!
 I like to play!
 I like science!
 I like nature!
 I care about my friends!
 I want my family to be healthy!
Make sure participants are not bumping into one another. If you have a large group, consider
playing in 2 or more separate circles.
R C A Discussion
Reflect a. What were some statements that both children and adults agreed with?
Connect b. In a family, what is something that children and parents/guardians both
care about?
c. What is something children and parents/guardians might disagree
about?
Apply d. In our time together today, what can we do to understand the things that
matter to one another?

Session E: Resource 1
This is the cover of the Let’s Set Goals! pamphlet for This is the cover of the Let’s Set Goals! pamphlet for
children and should be printed and distributed to adults and should be printed and distributed to adults at
children at the workshop. the workshop.

Activity 2: Hope Relay
Purpose:
 To understand one another’s hopes for the future.
Lead The
ToActivity
see how quality education can support these hopes.
1. Ask: What are some
 Chalk of your hopes
(or anything forlines
to mark youronfamily?
the ground)
2. Write
A4 paper
each main idea on a separate sheet of A4 paper (for example: To have enough income; good
health;
 Markers children will grow up and have their own families etc.).
3. Form teams of
Time: 30 4-8 (parents/guardians should be on the same team as their children).
minutes
4. Give each team one of the hopes on the A4 sheets.
5. Ask each team to discuss for 1-2 minutes: What are some things that your family/child needs in order to
reach this hope?
6. Mark a start line, middle line and end line (each approximately 5 metres apart).
7. Ask each team to line up behind the start line and put and the A4 sheet with their hope behind the end
line.
 This is a relay with 2 parts:
 The first player will use one leg to move to the middle line and touch it with their hand.
 They can use both legs to move from the middle line to the end line.
 When they reach the end line, they will touch their Hope and move back to the start line on both
feet.
 They will tag the next player who will take their turn.
Note: If any players cannot move with both legs, change the game: Give each team an object to
carry. Between the start and middle lines, they cannot use their hands. From the middle to end
line, they can use their hands.
R C A Discussion
Reflect a. Was it easier to move from the start line to the middle, or from the
middle to the Hope (end line)?
b. Before the relay, what were some ideas that your team shared for reaching
the hope?

Connect c. How do you think children’s education is similar to the middle line?
d. How do you think girls’ education is similar to the middle line?
Explain that education is like the middle line. When children go to
school, they learn knowledge and skills that support them to move
more easily towards their hopes. The education of girls in particular is
connected with many positive outcomes for girls and their families.
e. What are some specific ways that you think education can support
children and families to reach their hopes?
10. Add to participants’ answers by sharing some of the ideas on the next page. Choose ideas that
connect with participants’ hopes, interests and concerns. You may also add information for your
context.
R C A Discussion
Apply a. What is one impact of education that is particularly important to you?
b. How can parents/guardians help children understand why education is
important?
c. How can parents/guardians and children help others in their
community understand why education is important?
12. Reinforce to participants that quality education gives children and families more opportunities.

Session E: Resource 2 Examp
These are some example benefits of education. Share ideas that connect with participants’ hopes, interests and
concerns. Add information for your context.
HOW DOES QUALITY EDUCATION SUPPORT OUR HOPES?
We hope to DEVELOP to our full potential

Educated children:
 Learn knowledge and skills to reach their full potential
 Believe that they can achieve goals
* People's common and important needs have been made into rights. Rights are things everyone should have
or be able to do. Education is a human right.
We hope to have enough INCOME or a good JOB

When they grow up, educated children:
 Are more likely to have a job
 Are more likely to have a job that is secure, has good working conditions and decent pay
 Can work for higher pay
 Can earn more money from informal work. For example, people with more education are more likely to
start businesses. Their businesses are likely to be more profitable.
 Can earn more money from farming
 When farmers have literacy and numeracy skills, they can understand and respond to new
information. For example, they can use fertilizers, seed varieties and technologies in more
productive ways.
 They are more likely to adapt to climate change
 Can use different sources of income in rural communities (for example, to get non-farm work, which
often pays more)
 Are protected from falling into poverty
 Have skills to improve livelihoods
 Poverty does not continue in the next generation
We hope to have a FAMILY (for example, for children to grow up and get married,
to have grandchildren)
When children are educated:
 Poverty does not continue in the next generation
 Their own children are more likely to be educated in the future
 See the other ideas, especially about Mothers and Children (Health)
We hope WOMEN and GIRLS will have opportunities

Educated girls will:
 Have more chances to work when they are older

 Be able to have decent work when they are older and have more control over their own lives because they
can make decisions about resources
 Have pay that is closer to men’s (compared to women without education)
 Be less likely to marry before they are 18
 Have more confidence to make choices that prevent early pregnancy
We hope to have good HEALTH

Educated children will:
 Know more about sickness and disease, and be more able to prevent or respond to sickness and
disease
 Be able to use health services effectively
 Be more confident that they can change their lifestyle or deal with treatment
 Have higher income, so they can spend more money on health care and preventing illness
 Experience less things that harm their health (including stress caused by discrimination/exclusion)
Health and Girls’ Education

Educated mothers:
 Know more about health and hygiene
 Have more power to decide to use resources to meet children's needs
 Are more likely to do things that help children survive (for example, vaccinations)
 Are more likely to make sure children receive the best nutrients, even in families with limited
financial resources (this helps prevent or protect them from sickness)
 Are less likely to die when giving birth (or soon after) because they are more likely to use public
health care services, have less children and not give birth as teenagers
We hope to PARTICIPATE in a strong SOCIETY

Educated children:
 Understand democracy
 Have attitudes (tolerance and trust) that are the foundation of democracy
 Know their rights
 Have skills and knowledge to exercise their rights
 Can claim their legal rights
 Can develop critical thinking skills that support knowledge about politics
 Are motivated to participate in politics
 Know how to complain about corruption and defend themselves

Activity 3: Snail’s Race
Purpose:
To set high and reasonable expectations.
Lead The Activity
 Any object to use as a marker– one per team
1. Explain that:
 Children do better in school when parents tell them regularly that they believe in their potential
and expect them to do well in school.
 Every child has different strengths and challenges. Expectations will be different for each child. To
support children, parents can set expectations that are high but realistic.
 Doing well in school does not only mean good marks. They can expect their child:
 To try their best
 To have good study habits
 To have positive attitudes towards school
 By listening to one another, children and parents can develop shared expectations.
 These expectations can become goals that they work together to achieve.
 To practice setting goals, they will play a game from their pamphlet that they can also play at
home.
Note: Your context can impact the expectations that parents/guardians and children set. For
example, if a child is often absent from class, the high expectation could be to attend most classes
and complete the grade. If a family knows few people who finish primary school, finishing primary
school can be a high expectation. For another family, the high expectation could be to finish
secondary school.
2. Mark a start line.
a small group.

Snail’s Race
Put down the object 5 metres away.
Player 1: Sit. Be ready to move on your hands and feet.
4. Lead the game Snail’s Race (parents/guardians will play the role of Player 2):
Set a goal: How fast can Player 1 go to the object and back?
Player 1: Go!
Player 2: Count aloud.
Move the object andNote:
set aEvery
newgamegoal.inTry
the pamphlet endsthat
to set goals with ayou
short discussion
can reach! (“Talk”). In your session, give only
Talk: What goal can the we
gamesetinstructions
for school? first. After participants play, bring them together and read the question to the
How can we change it if it is too hard or too easy?
5. Explain that to change the challenge at home, Player A can move backwards or forwards.
6. Ask:
 What do parents need to know to set high expectations?
Listen for: How their children are doing in school and how they are growing in general
 How can parents get this information?
Listen for: Keep in touch with teachers and others who work with their child; talk to their child;
spend time with their child
7. Remind participants that parents can support their children to do well in school by having high and
reasonable expectations, and supporting them to reach them.

Goals and Dreams
Activity 4: Goals and Dreams
Say a goal for your life.
The ball is your goal. Pass the ball.
Count the passes.
Talk: How can you work together to reach your goals?
Purpose:

To describe how to support one another to reach their goals.
Lead The Activity
 Soft balls/balloons – one for every 8-10 participants
1. Explain that they will try another game from their pamphlet about supporting one another to reach
their goals.
2. Form circles of 8-10 players (parents/guardians should be on the same team as their children).
3. Lead the game Goals and Dreams:
4. Ask:
 In our community, how can parents/guardians know how to support children to reach their goals and
expectations?
Possible answer: Ask the school for information
5. Remind participants that parents can support their children to do well in school by having high and
reasonable expectations, and supporting them to reach them.

Purpose:
Lead The
ToActivity
Pens/pencils
session.
 Time: 10 minutes
To set expectations that support children to succeed.

3. Ask participants if there is any information that they would like you to clarify.
 Quality education gives children and families more
opportunities.
4. Ask participants to turn to the Action Plan box on their pamphlet.
 and
5. Explain Parents can support
demonstrate that: children to learn by having high
 Together, children and parents/guardians will set one high expectation for the child’s education that
they will work together to achieve (they can use their goal from Snail’s Race or choose another
one).
 The expectation should be realistic (something that they can achieve, even if it is challenging). If the
family has more than one child, it may be best to set different expectations to reflect the strengths
and challenges of each child.
6. Ask families to discuss:
 Children:
 How do you want your parent/guardian to support you to reach this goal?
 What will you do to reach this goal?
 Parents/guardians: What will you do to support your child to reach this goal?
 If they wish, they can draw or write their goal and promises in the box.

References
Aboud, F. E. (2007). Evaluation of an early childhood parenting program in rural Bangladesh.
Barron, P. (2013). Practical ideas, games and activities for the primary classroom (2nd ed.). Retrieved from
proquestcombo.safaribooksonline.com
Centre for Global Development. (2006). Education and the developing world. Retrieved from
https://www.cgdev.org/publication/education-and-developing-world
Dowd, A. J., O’Donnell, N., Ochoa, C. & Borisova, I. (2010). Community strategies for promoting literacy.
Fairfield, CT: Save the Children US.
Education for All. (2014). Teaching and learning: Achieving quality for all. Paris: UNESCO.
Epstein, J. L. (n.d.). Epstein's framework of six types of involvement. Baltimore: Center for the Social
Organization of Schools.
Friedlander, E. (2012). Learning to read overview: Major issues, overall challenges [presentation]. Save the
Children US.
Government of Ontario. (2012). Parent engagement. Capacity Building Series K-12, Secretariat Special Edition
#29, 1-8.
Government of Ontario (2013). Engaging parents in their children’s learning, Principals Want to Know, 20.
Guiajardo, J. & Ochoa, C. (2012). Literacy Boost: Lessons from assessment and community. Fairfield, CT: Save
the Children US.
Kintz, G. (2011). First principles: Community engagement in education programs compendium. Washington,
D.C.: American Institutes for Research.
Marphatia, A.A., Edge, K., Legault, E. & Archer, D. (2010). Politics of participation: Parental support for
children’s learning and school governance in Burundi, Malawi, Senegal and Uganda. London: Institute of
Education/Johannesburg: ActionAid International.
Ochoa, C.S. (2012). Technical session 2: Community involvement and parental support. Fairfield, CT: Save the
Children US.
PBS Parents. (n.d.). Questions that work. Retrieved from http://www.pbs.org/parents/education/going-to-
school/talking-with-kids-about-school/questions
People for Education. (2011). Beyond school councils: Engaging parents to help their children succeed at
school. Retrieved from http://www.peopleforeducation.ca/how-does-education-work/parent-and-school-
council-resources/training-and-resources/helping-children-succeed-the-parent-engagement-toolkit/
Redding, S. (2002). Parents and learning. Brussels: International Academy of Education/Geneva: International
Bureau of Education.
Right To Play International. (2015). Literacy learning through play. Toronto: Right To Play International.
Right To Play United States National Office. (n.d.). A guide for families to help children develop language &
literacy skills through play. New York: Right To Play United States National Office.
Save the Children International. (2016). Lessons in literacy: 8 principles to ensure every last child can read:
Executive summary. London: Save the Children International.
79
Save the Children US. (2011). Literacy Boost community action: Creating a culture of reading outside school
walls. Fairfield, CT: Save the Children US.
Save the Children US. (2015). Enjoying books together at home: Ideas for parents & carers for encouraging
reading. Fairfield, CT: Save the Children US/Rwandan Children's Book Initiative.
Schlenker, D. (Ed.) (2012). Resource pack for implementing parenting education programme: A working
document. Bangkok: UNESCO Bankgkok
Scholastic. (n.d.). 10 questions to ask your child about his day at school. Retrieved from
http://www.scholastic.com/parents/resources/article/motivate-school-success/10-questions-to-ask-your- child-
about-his-day-school
Walberg, H.J. & Paik, S. J. (2002). Effective educational practices. Brussels: International Academy of
Education/Geneva: International Bureau of Education.

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Learning Together

Right to Play Team

Right To Play – Statement of Copyright

Project undertaken with financial support of the

A quality education does not only depend on teachers and

What are home-based activities and why are they important?

4 Learning Together Toolkit

How to Use this Toolkit

Before you begin…

What is inside the toolkit?

Who should lead the sessions?

What are the sessions about?

Session Key Messages Time

Session A: To build stronger relationships between children 90 minutes

Session B: To teach skills to concentrate and not give up. 90 minutes

6 Learning Together Toolkit

Session C: To take an active role in children’s education. 90 minutes

Session D: To support children to learn to read at school. 90 minutes

What happens in each session?

Step Purpose Suggested Time

Introduction To introduce one another and the session. 15 minutes

Training Activity To support understanding of child development and quality 30 minutes

Closing To review the key messages. 10 minutes

8 Learning Together Toolkit

Step Purpose Time

Talk-A-Thon To ask questions about school to create rich conversation. 30 minutes

Action Plan To review the key messages. 10 minutes

Information for Facilitators

What should parents and children talk about?

How can parents increase the quality of their conversations?

10 Learning Together Toolkit

3. When participants arrive, give one pamphlet to each participant.

To build stronger relationships between children and parents/guardians.

Session A : Lets Talk ! 11

Introduce One Another

12 Learning Together Toolkit

Session A : Lets Talk ! 13

14 Learning Together Toolkit

Session A : Lets Talk ! 15

Session A : Lets Talk ! 15

16 Learning Together Toolkit

1 Amended from several resources that can be provided upon request.

Session A : Lets Talk ! 17

18 Learning Together Toolkit

Session A : Lets Talk ! 19

20 Learning Together Toolkit

Session A : Lets Talk ! 21

To build stronger relationships between children

22 Learning Together Toolkit

Step Purpose Time

Action Plan To review the key messages. 10 minutes

Information for Facilitators

Introduce the Session

To teach skills to concentrate and not give up.

24 Learning Together Toolkit

Introduce One Another

11. Lead the game Sam Says (you will be Sam):

Session B : Lets Focus ! 25

26 Learning Together Toolkit

Lead the4 Activity

Session B : Lets Focus ! 27

28 Learning Together Toolkit

2 Amended from several resources that can be provided upon request.