Devio Early Childhood Institute provides innovative and capacity building training programs to upcoming and existing early childhood educators so they can support children's holistic development and learning, especially in their early years. Our work also combines advocacy and community outreach interventions that are helping to combat some systemic inequalities in global early childhood education.
Due to Covid-19, we are offering webinar and virtual training programs for preschool educators and parents.
1. We invite children from schools to participate in our after-school and community programs: This helps us to interact with these children, find out what their learning challenges are, and then using innovative creative arts and learning play through activities, we help solve their educational challenges and they become part of the devio family, networking and developing their creative sides t...SEE ALL
1. We invite children from schools to participate in our after-school and community programs: This helps us to interact with these children, find out what their learning challenges are, and then using innovative creative arts and learning play through activities, we help solve their educational challenges and they become part of the devio family, networking and developing their creative sides to reach their full potentials. Most of the children we have engaged, have gone to inspire their peers in their school and communities thus paving their learned skills forward.
2. Through research reports and interacting with Teachers and schools, we identify thematic areas in the educational systems that needs improvement. We then open calls for schools, and teachers especially those in early childhood educational settings, and primary schools to participate in our Training Program, during which we all work together to explore and share knowledge and best practices to help solve the identified problem. We also use the program to motivate and inspire participants, develop their personal goals because we believe that a happy teacher makes a happy class, and a happy class breeds game changers.
3. Recognizing that some of the barriers cannot be bridged at the school or community level, we create compelling advocacy campaigns to the organizations or authorities who have the capacity to bring the change we are looking for.
4. We are scaling to recruit more teachers in all the regions we work in.
Stage 4: Transition to Scale
We are preparing to scale our operations to Nigeria in 2021, produce more qualified early childhood Teachers in three(3) regions and increase our schools engagement to 300 schools annually.
Our Goal is to develop tools and training videos to help provide contents that help preschool educators bring sign language instructions into their classrooms.
Registered in Ghanain Ghana
Education, Pre-primary/Pre-school/ECD Education, Education Policy & Finance and 5 MoreSEE ALL
Education, Pre-primary/Pre-school/ECD Education, Education Policy & Finance, Soft or Life Skills, Methods & Learning, Extracurricular or Out-of School Activities, Teacher Development and Training and Social and Behavior ChangeSEE LESS
Ghana and Kenya
Ghana and KenyaSEE LESS
Lives Impacted to Date
Countries Implemented In
Funds Raised to Date
Early childhood care and education(ECCE) is more than preparation for primary school. It aims at the holistic development of a child's social, emotional, cognitive and physical needs in order to build a solid foundation for lifelong learning and wellbeing. Quality, Inclusive and accessible ECCE can therefore-nurture caring, capable and responsible future individuals. Even though inclusive early education is fundamental to the developmental stages of every single child on this planet, there is a large deficit in the provision of inclusive early education globally, which has gone unnoticed by governments, schools, educators, civil society organizations and even development partner groups around the world.
Also in Africa, especially in countries like Ghana and Kenya, there are not enough early childhood teachers to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all children. Existing ECE teachers are also not well trained with limited access to innovative resources and a strong support network they need to be effective at their job.
Additionally, the present early childhood educational systems ; are hostile to offering equal educational opportunities to deaf children and does not foster a great environment to help all children practice and enhance their communication skills.
Our approach is working, we provide solution to the problem we have identified through:
a)Recruitment and training of upcoming and existing ECE educators.
b)Coaching services to upcoming and existing ECE schools in the regions we work in.
c)Advocacy and community outreach programs: we identify common gaps in the overall delivery approach and content of ECE programs worldwide, and lead interventions that demand for change, making sure to involve the right authorities who can bring about the change that we are looking for.
Our program content:
1. Our trainees are engaged in play activities to understand and feel the transformative power of play on children's learning, thus encouraging them to be playful when teaching.
2.We use art activities to help educators practice a variety of creative skills, and explore ways of using a holistic learning approach to engage their students.
3. Trainees are also engaged in basic sign language instruction to expand their language of communication, so they can support the communication needs of all children they teach, and provide opportunities for deaf children to access ECE and thrive in their classrooms, this approach is aligned with the United Nations SDG's Goal 4 for equity and accessible education for all.
4. We believe that children should be exposed to tools that would positively influence their future. The use of technology, games and robotics can shape the future of ECE, that is why we use education technology(edtech) to train educators so they become conversant with the best edtech tools they can use to shape the future of learning and potential of their students.
Our Target group are ;
A. Passionate men and women in Africa who are looking for teaching opportunities in early childhood education.
B. Existing early childhood educators/teachers in Africa.
C. Early childhood schools in Ghana, Kenya and Nigeria.
D. Tertiary school students and graduates who are looking for experience in early childhood education and opportunities to serve their communities.
All our programs are aimed at supporting the holistic and developmental needs of both deaf and hearing young children from the early childhood to the primary level.
1. The solution of introducing sign language in early childhood education(ECE) globally, would benefit both deaf and hearing children between the ages of 0-8years because research has proven that sign language learning improves children’s cognitive and intellectual abilities.
2. Disadvantaged children, and those with communication delays, autism and other child development issues , benefit when educational inequalities in ECE are combated in the long run.
Also the over 32 million deaf children worldwide who lack access to quality and inclusive ECCE will become eligible to all ECE opportunities that were not initially accessible to them because of the language barrier.
3. Parents, governments and civil society organizations that make huge investments in ECE would benefit when there is a reduction in the demand for later remedial programs and interventions, because today’s early childhood education provides a first tier of education that is as important as those that follow.
Mission and Vision
1. Our overall vision in the next 10 years is to bridge the communication gap in early childhood education, and directly impact the lives of over 5million children from disadvantaged backgrounds by making ECE more inclusive and accessible to them, while increasing the enrollment of qualified and trained educators in ECE by at least 90% in sub-Saharan Africa.
2. In the present, the impact from this vision would help increase the potential of children expressing their own sense of meaning in their own voices and whatever way they want to share that voice and meaning would be understood and accepted by the people around them.
3. In the long term, we aim to help advance the holistic and inclusive learning pedagogy in early childhood education worldwide. A system where all children can communicate, learn and thrive in a safe, nurturing, and adaptable educational environment that accounts for their holistic needs so they can achieve their full potential and in becoming responsible future individuals.
4. We are working hard to ensure that by the year 2030, our interventions would have contributed to achieving the United Nations sustainable development goals 4, for quality and equitable education for all, especially in ECE.
Our mission is to promote and provide various forms of support to early childhood educators, advocate for reforms that enhance their practice and also improve children's learning potential in both the short and long-term.
1. Apart from the practical and interactive nature of our programs, it also seeks to promote creative and inclusive education championing the Sustainable Development Goals 4 to promote inclusive and equitable education for all by 2030, this element is not available in other existing innovations.
2. Not only is our innovation providing Teachers and Schools with tools and resources for their job, but we also work on the mindsets and personal development goals of our participants so they can sustain our efforts, and achieve their own potentials so they can support and serve as role models for the children they come across in their classrooms and communities on a daily basis.
3.The sign language element in our program is helping to provide educational opportunities for all deaf children recognizing the fact that deafness is not a learning disability, while promoting the global thirst for a more progressive action in inclusive education.
4. Our programs are also built on adaptive and expressive approaches that allows both the teacher and student to explore several ways of connecting with their own imagination and sense of meaning.
Planned Goals and Milestones
We are in the process of setting up our Early childhood Institute, hopefully by the end of 2021. The new structure will help us increase the number of enrollment in our training program, host workshops and large educational events, while providing recreational activities to children and families in Africa.
We are looking for support to air our Creative Box TV show and develop the Creative Box TV App, to support children's learning during this Covid-19 crisis and beyond.
|Projected Cumulative Lives Impacted||5,000|
|New Implemented Countries||Nigeria|
|Recruit||2 Board Members|
|New Feature||Read our Founders publication on the Global Partnership for Education Blog: https://www.globalpartnership.org/blog/building-global-momentum-introduce-sign-language-early-childhood-education|
The Team Behind the Innovation
Lily Kudzro is an early childhood education activist and social entrepreneur. In December 2015, she was awarded the Africa prize in Education in Nigeria, and in November 2016, her work with Devio Arts Centre received an endorsement from the Government of Ghana’s Ministry of Creative Arts, Culture and Tourism.
Debi Kyte-Hartland is a pedagogical Consultant and Artist Educator(Early Childhood Education). She holds a MA. We have a Volunteer Accounting Firm and Advisory Board with 3 members.
EXECUTIVE TEAM INCLUDES WOMEN