Module 1

Introduction
MODULE 1: Introduction

 Session 1: Introductions and expectation setting

Activity 1: Getting to know you

Activity 2: Sharing of expectations and pre-test

Activity 3: Setting-up schedule and norms

Activity 4: Visioning exercise

 Session 2: Pre-test and Introduction on ECCD and the first

1000 days
 Module 1
Session 1: Introductions and
Expectation Setting
Module 1 Session 1
 Module 1 Session 1

OBJECTIVES
At the end of the session, participants will be able to:

 Get to know co-participants and facilitators;

 State their expectations for the class;

 Discuss how their expectations can be met by the

objectives set; and

 Agree on the schedule of succeeding learning

sessions.
 Module 1 Session 1

METHODS
Game, group discussion, lecture-discussion

MATERIALS
Chalkboard/whiteboard or flip charts, chalk, or marking
pen, crayons, papers, Manila paper, prepared visuals as
noted)

TIME
1 ½ hours
Module 1 Session 1
 Module 1 Session 1

Activity 1:
Getting to know you activity –
Icebreaker ideas
 Module 1 Session 1

PROCEDURE

STEP 1: Welcome the participants and thank them for

coming. Ask each participant to pick one piece of the cut
pieces. Ask them to find their partners, the person holding
the other half of the figure
 Module 1 Session 1

STEP 2: Once they find their partners, ask them to interview

their partners with these following questions and with any
other questions they may think.

- How old is your baby?

- What is the name of your baby?
- How did you decide on your baby's name?
- If your baby can grow up to be anyone in the world,
who will you want him or her to be? Why?

STEP 3: The big group meets again. Everyone takes turn in

introducing his/her partner to the group through the
answers in the interview conducted.
 Module 1 Session 1

Activity 2:
Sharing of expectations
 Module 1 Session 1

PROCEDURE

STEP 1: Ask the participants to

think about what they would like
to learn during the learning
sessions. If there are papers and
pencils for everyone, each
participant can write his/her
expectations on the paper
 Module 1 Session 1

PROCEDURE

STEP 2: After five (5) minutes, request the participants to

count from one to five to form small groups.

Request each group to share their individual expectations

on the learning sessions. Let the group develop a list
detailing their expectations. Ask the group to select a
representative to present the group’s output.
 Module 1 Session 1

PROCEDURE

STEP 3: After the small group presentations, guide the

participants to look for similarities and differences in the
lists. Ask the following questions:

1. What expectations are common among the groups?

2. What other expectations do you want to be added in

the list?
 Module 1 Session 1

PROCEDURE

STEP 4: Share your list of objectives for the learning

sessions and review the list with mothers by comparing
them with their own expectations.
 Module 1 Session 1

Activity 3:
Setting-up schedule and norms
 Module 1 Session 1

PROCEDURE

STEP 1: Refer back to the learning expectations and

objectives agreed upon earlier and point out to participants
that in order to achieve these goals, a considerable amount
of time will be required of them.

Ask the participants what schedule (time of day, duration)

would be most convenient for them.

Agree on the days and time when the class will meet.
 Module 1 Session 1

PROCEDURE

STEP 2: Discuss the norms and their importance to group

activities.

Norms are defined as behaviors which, when respected by

the participants, will contribute to a successful and
productive activity. Ask the following question:

“What are the things we should do to make our class

productive and orderly?”
 Module 1 Session 1

PROCEDURE

POSSIBLE ANSWERS:
1. Be punctual.
2. Always attend classes.
3. Participate in the class
activities.
4. Respect one another's
opinion.
5. Listen to the opinion of
other participants.
6. Always ask something if
there are activities that
are not clear.
 Module 1 Session 1

Activity 4:
Visioning Exercise
 Module 1 Session 1

PROCEDURE

STEP 1: Give each participant a clean sheet of paper and

crayons or marking pen. Ask the participants to draw what
is their dream for their child.

Allow 5-10 minutes for the participants to complete the

task

STEP 2: Ask the participants to present their individual

drawings.
 Module 1 Session 1

PROCEDURE

STEP 3: After the participants have finished their

presentation, ask them “What do you think is needed to be
able to attain your dream for your child?”.

STEP 4: If there is enough time, ask the participants to draw

in a large Manila paper their dream as a group and allow
them to discuss based on their drawings, “What does it take
a community to raise a child?”.
 Module 1 Session 1

PROCEDURE

STEP 5: Request a representative from each group to

present their drawing.
 Module 1
Session 2: Pre-test and
Introduction on ECCD and the
First 1000 days
Module 1 Session 2
 Module 1 Session 2

OBJECTIVES
At the end of the session, participants will be able to:

 Define ECCD and determine its importance;

 Understand the concept of the first 100 days and its

importance; and

 Understand the background and objectives of the

ECCD F1K Program.
 Module 1 Session 2

METHODS
Pretest, lecture discussion, video presentation
(if applicable)

MATERIALS
Pretest questionnaires, answer sheets or blank sheets
of paper, pens, chalkboard/whiteboard or flip charts,
chalk or marking pen, first 100 days video (if applicable)

TIME
1 ½ hours
Module 1 Session 2
 Module 1 Session 2

Activity 1:
Background on ECCD and the
first 1000 days
 Module 1 Session 2

PROCEDURE

STEP 1: Show the First 1000 Days video developed by NNC

and UN-World Food Programme which can be accessed at
http://bit.ly/wfpnncfirst1000days (English version) and
http://bit.ly/wfpnncfirst1000daystag (Tagalog version)
WHY IS THE FIRST 1000 DAYS IMPORTANT?
 Module 1 Session 1

PROCEDURE

STEP 2: Introduce the topics to be covered in the different

sessions

STEP 3: After the discussion, process the activity by asking

the participants what they should do if Ningning was their
child. Close the session by sharing the take home messages
 Module 1 Session 2

PROCEDURE

STEP 4: Thank the participants for their time and wish

them to be present in the next session (mention schedule).
 Module 1
Session 3: Child Rights
Module 1 Session 3
 Module 1 Session 3

OBJECTIVES
At the end of the session, participants will be able to:

 Identify the rights of the child;

 Understand the importance of the rights of the child;

and

 Identify who are responsible in promoting and

protecting the rights of the child.
 Module 1 Session 3

METHODS
Lecture discussion, group discussion, and exercise

MATERIALS
Metacards, marking pen, masking tape, Manila paper,
board

TIME
1 hour
Module 1 Session 3
 Module 1 Session 3

Activity 1:
Knowing and understanding
child rights
 Module 1 Session 3

PROCEDURE

STEP 1: Introduce the topic by telling the participants that

the realization of child rights is one way to optimize early
childhood development for children.

Divide the participants into 3 groups. Provide each group

with metacards, marking pen, and masking tape. Ask the
following questions:

• What do you understand about child rights?

• Can you identify these rights?
• Do you think child rights are necessary for your child
to grow up and have a healthy, happy, and full life?
Why or why not?
 Module 1 Session 3

PROCEDURE

Child Rights Why important

Right to adequate food For good nutrition of the child
Right to clean water For prevention of communicable and non-communicable
diseases
Right to quality standard of For prevention of communicable diseases; prevention of
health care complications and death
Right to early child care To develop physical and mental abilities
Right to play Play has significant role in the child’s development of
cognitive and social skills
Right to be protected from Essential for the survival as well as physical and mental
neglect and abuse health development
 Module 1 Session 3

PROCEDURE

STEP 2: Let each group discuss among its members their

answers to the questions. The group is given 20 minutes to
complete the activity.

STEP 3: Members of the group gather common responses

before writing them on metacards. Let each group post
their metacards on Manila paper or board, whatever is
available in the area.

STEP 4: Ask someone from each group to present their

group output.
 Module 1 Session 3

PROCEDURE

STEP 5: Let the participants look into the other groups'

outputs and solicit comments and reactions.

STEP 6: Process the group presentations by guiding the

participants in grouping the metacards on the
whiteboard/blackboard according to child rights as shown
in the key points for discussion.
 Module 1 Session 3

KEY POINTS FOR DISCUSSION

CHILD RIGHTS

• A child has the right to:

o Be born, have a name and a nationality; be registered

o Have a family and a home

o Live in a peaceful and wholesome community

o Have adequate food and a healthy and active body

o Obtain quality education and develop his/her full

potential
 Module 1 Session 3

KEY POINTS FOR DISCUSSION

CHILD RIGHTS

• A child has the right to:

o Have the opportunity for play and leisure

o Be protected against abuse, exploitation, neglect,

violence, and danger

o Be defended and given assistance by the government

o Express his/her views

 Module 1 Session 3

KEY POINTS FOR DISCUSSION

CHILD RIGHTS

• Child rights are important for the proper growth and

development of the child because they seek to guarantee
minimum standards for health, well-being, and safety of
children.

• Every child deserves a safe and nurturing childhood to be

able to develop and grow to his/her full potential.

• Every child has rights and deserves to be treated equally

regardless of age, sex, nationality, income class, etc.
 Module 1 Session 3

KEY POINTS FOR DISCUSSION

Accomplishing child rights in the Philippines

• The UN Convention on the Rights of the Child (CRC)

enforces child rights where the Philippine government is
a signatory. Hence, the Philippine government is obliged
to ensure the fulfillment of the rights of children.

• The Council for the Welfare of Children (CWC) is the main

government agency that coordinate the enforcement of
laws and the formulation, monitoring and evaluation of
policies, programs, and measures for children in the
Philippines.
 Module 1 Session 3

KEY POINTS FOR DISCUSSION

Accomplishing child rights in the Philippines

• Parents and families are the ones responsible for the

upbringing and nurturing of their children by protecting
them, caring for them, and guiding them.

• The government should assist and support parents to be

capable in fulfilling their child’s rights.
 Module 1 Session 3

PROCEDURE (Continuation)

STEP 7: The facilitator will introduce the four categories of

child rights by further grouping the identified rights on the
metacards according to the following: survival,
development, protection, and participation.

The facilitator can then have a lecture with the aid of

PowerPoint or any material available in the area (may use
materials of 4Ps Family Development Session on Child
Rights; may also ask materials from the Nurse or Midwife)
 Module 1 Session 3

Categories of Child Rights

Category Explanation
Survival rights • Recognize the child’s right to life and the needs basic to
existence
• Include basic needs such as nutrition, shelter, adequate
standard of living, and access to health care

Development • Cover what children need to reach their full potential such
rights as early child care and education, leisure and play, access to
information, and freedom of thought
• Early child care provides nurturing, safe, loving and
stimulating environment to the child
• Simple activities such as talking and listening to, reading,
singing and playing with the child can provide stimulation
for the young child's growth and development
 Module 1 Session 3

Categories of Child Rights

Category Explanation
Protection • Ensure children are safeguarded against all forms of abuse,
rights cruelty, neglect, exploitation and discrimination
• The right to birth registration is a core early childhood right
and is linked to the right to a name at birth, right to obtain
citizenship and to know his/her parents and be cared for by
them
• Without registration at birth, a child may lose his/her rights
before the law including access to health, social and other
basic services; no children should be left undocumented
Participation • Encompass children's freedom to express opinions and to
rights have a say in matters affecting their own lives and be
heard, in accordance with age and maturity of the child
 Module 1 Session 3

PROCEDURE (Continuation)

STEP 8: Process the activity by asking the following

questions:

• What happened in the activity?

• What did you feel?
• What was easy? What was difficult? Why?
• What have you learned from the activity?
 Module 1 Session 3

TAKE HOME MESSAGES

• Fulfilling the rights of the child ensures the attainment

of early childhood development. Child rights are
essential because they seek children to have quality of
life -- to survive, grow, learn, belong, make their voices
heard, and reach their full potential

• Child rights are categorized according to four

categories:
• Survival rights, development rights, protection
rights, and participation rights
 Module 1 Session 3

TAKE HOME MESSAGES

• Child rights are set clearly in the UN Convention on the

Rights of the Child. The Philippines is a signatory to the
CRC and government has to ensure the full realization
of child rights.

• Parents and family, community, and government have

the primary duty in ensuring the prioritization of child
rights. Government and private actors have to provide
parents with the capacity to fulfill their children’s rights.
 Module 1 Session 3

STEP 9: Close the session by asking the participants to sing

“Sampung mga Karapatan” to the tune of Sampung mga
Daliri:
SAMPUNG MGA KARAPATAN

Sampung mga karapatan ang dapat taglayin,

Pagmamahal, edukasyon, unang ililigtas,
Nagtatanging kalinga, lahi, kalusugan,
Paglalaro,kapatiran, maging makabuluhan