How many kids live in your house? Enough to start a club?
A couple we know have that many in house, though they only have two children themselves. We'll call them Silvia and Eduard. Before Eduard married, he helped in his own Romany village with the first field trial of the Parent-Child Club. Now that he is a parent, he and his wife have started doing Parent-Child Club activities . . . in their own house.
This house has three rooms. A different family lives in each room. All together, there are 9 children roaming around, ages 13 to infant (Eduard & Silvia have two, under the age of 2.) So Eduard and Silvia were very open to trying out Parent-Child Club activities in their own home. Eduard's sister Aliona helps.
And in between the Friday afternoon activities, the children go on playing the games themselves!
Interested in learning more? Check out the Parent-Child Club activities in English or Romanian. (Dutch language version available upon request.)
A forum to share information, resources, ideas, and encouragement among Christians (Romany and non-Romany) working with Romany children.
Wednesday, March 6, 2019
Sunday, January 6, 2019
Toys library
Another project
welcomed in Rroma communities is „toys library”, which offer a warm
environment for children to explore new toys, new games and new ways of
spending time.
These „libraries” offer a warm environment for children to
explore new toys, new games and new ways of spending time.
Through this
project children can experience different roles through play. They can also
socialize in a positive environment with children of the same age or different
age. The children and their families can observe how to keep toys tidy and
organized at home. Part of that is learning rules, like each time when you
finished playing with something, it needs to be put back, properly. Children also learn how to
handle things respectfully: toys are
never thrown; we can harm others by
doing so (and destroy the toy!).
By playing,
children can learn all sorts of different problem-solving strategies. Play
facilitates language development. Play
leads to developed social skills. The toy librarian can increase the complexity
of playing. The librarian can help children to move beyond simple and
repetitive ways of playing, through his own intervention and example of using
the toys.
The program can
be implemented in Rroma communities following some concrete rules:
-
the
families have to book their time to play inside the library, before they visit
it.
-
only
those families which proved, while their children were playing there, that they
can handle the toys responsibly may take them home for a limited time. This is
similar to checking out a book at a regular library.
-
the
number of families that can visit the library at the same time should be
limited, perhaps to no more than 4 or 5. This will help the librarian to keep
in charge and under control the activities inside of the „toys library”.
To have a clue how this works, follow the link
below: Playing as a Gateway to School and Inclusion.
Wednesday, January 2, 2019
ambulatory library
An ambulatory library can take many forms.
We are happy to see this practical example from Columbia:
Children have a special day of reading books, when the librarian reaches their
village!
Tuesday, December 18, 2018
Books on wheels
In a time when all mass media is hard to enslave us as long-time watchers of TV, computer games, or social media, in a time when Rroma parents are out of country for weeks or months, trying to provide the daily bread for their children, who will guide Rroma children?
Is there a chance to reach these children with the love for reading books?
A book can be a bridge between a child and the world he dreams about. A book can transport a child to different places. A book can introduce child to unknown places, unsearched territories, cultures and traditions. A book can be a bridge between today and the past, between today and the future.
A book can comfort a lonely soul; a book can inspire; and, most importantly, a book can give hope and life.
But how can books reach children in remote areas, where a colorful magazine is the most precious treasure they have?
How can these children learn to be kind with the books?
We can be the legs of these bridges to reach the souls of lonely children. We can create a traveling library that brings books to these children.
First, we can read them stories and show them how to treasure and handle a book.
Second, we let them read these books in small groups, while we are there. We can encourage them to read.
Third, we can lend them these books for a limited period.
We can awaken in them the appetite for knowledge. We can encourage them to write their own
stories and create their own poems.
We are looking to have more stories, poems, articles written in their mother tongue, preserving in this way their own culture.
We are looking to bring to them the book of life and teach these children who is the Way, the Truth and the Life.
Would you like to be part of it?
To have an idea, about what it would look like, we invite you to watch a retired teacher from Italy:
Questions, comments, suggestions, and reports of your own practical experiences are welcome!
Tuesday, November 27, 2018
'Multilingual education; Creating Equal chances for everyone.'
OSCE: the Organization for Security and Cooperation,
appointed a High Commissioner on National Minorities (HCNM) in 1992. OSCE is based
in Vienna and includes 57 participating states from Europe, Central Asia and
North America.
The
first HCNM was Max van der Stoel. Among other things, he focused attention on minority
education, in particular minority language education. He stated: "It is clear that education is an extremely
important element for the preservation and the deepening of the identity of
persons belonging to a national minority." In 'The Hague Recommendations
regarding the Education Rights of National Minorities', further details are
given about how to implement quality education for minority people. I have
copied a few of these recommendations in the attachment.
On
the website of the OSCE, an article is featured titled: 'Multilingual
education; Creating Equal chances for everyone.'
(Some
of) THE HAGUE RECOMMENDATIONS REGARDING THE EDUCATION RIGHTS OF NATIONAL
MINORITIES
1) The right of persons belonging to national minorities to maintain their identity can only be fully realised if they acquire a proper knowledge of their mother tongue during the educational process. At the same time, persons belonging to national minorities have a responsibility to integrate into the wider national society through the acquisition of a proper knowledge of the State language.
1) The right of persons belonging to national minorities to maintain their identity can only be fully realised if they acquire a proper knowledge of their mother tongue during the educational process. At the same time, persons belonging to national minorities have a responsibility to integrate into the wider national society through the acquisition of a proper knowledge of the State language.
8)
In accordance with international law, persons belonging to national minorities,
like others, have the right to establish and manage their own private
educational institutions in conformity with domestic law. These institutions
may include schools teaching in the minority language.
11) The first years of education are of pivotal importance in a child's development. Educational research suggests that the medium of teaching at pre-school and kindergarten levels should ideally be the child's language. Wherever possible, States should create conditions enabling parents to avail themselves of this option.
11) The first years of education are of pivotal importance in a child's development. Educational research suggests that the medium of teaching at pre-school and kindergarten levels should ideally be the child's language. Wherever possible, States should create conditions enabling parents to avail themselves of this option.
12)
Research also indicates that in primary school, the curriculum should ideally be
taught in the minority language. The minority language should be taught as a
subject on a regular basis. The official State language should also be taught
as a subject on a regular basis preferably by bilingual teachers who have a
good understanding of the children's cultural and linguistic background.
Towards the end of this period, a few practical or non-theoretical subjects
should be taught through the medium of the State language. Wherever possible,
States should create conditions enabling parents to avail themselves of this
option.
Source
by
Marianne Fast
Intergenerational Learning—Roma literacy across Europe
An initiative for basic education of Roma is aimed at Roma adults and families (for intergenerational learning) in Europe. It consists of manuals in the different national languages of a number of countries, that will assist those who want to help Roma people learn to read and write. The use of the local language that Roma people speak is encouraged, although it is not clear how much practical help for that is actually given in the manual.
The presentation of the Romanian handbook/manual took place in Targu Mures. https://ec.europa.eu/epale/en/blog/bera-basic-education-roma-adults
Marianne Fast
The Roma: A Storied People Write a New Chapter in Mission
Melody Wachsmuth has been living in Croatia
since 2011 and was instrumental in helping to organize the “Roma to the
Nations” Conference in 2014.
She wrote:
“For those interested in reading about the
possibilities, challenges, and the different ways God has been working among
the Roma in Europe, browse through the new Mission
Frontiers magazine that I had the privilege of guest editing. The title
of the edition—The Roma: A Storied People Write a
New Chapter in Mission— is significant in that it shows a
movement of the Roma as objects in a story to the Roma as
subjects writing their story. The fact that there are both Roma and
non-Roma writers reflects this shift, and they are coming from a wide variety
of perspectives and contexts.
It was good to read articles by several
familiar people, like Miki Kamberović and Sasa Bakić from Serbia, Shane McNary
(CBF in Slovakia), and Sharon Chan from Great Commission Centre International.
I enjoyed the article written by Gustav
Puporka, who wrote ‘Identities and Cultures’. He identifies as: a Christian
Hungarian with Roma origins. From his section on Education I copied the
following: Many people think education will help the Roma to integrate into
mainstream society. I don’t believe this is true—education without the gospel
will not change hearts.
He also shared some good insights into how
to minister to Roma people.
You can read the magazine at the following
link:
Mission Frontiers
is a bi-monthly magazine of Frontier Ventures. Mission
Frontiers has been in circulation since 1979, providing subscribers
with innovative insights on a wide range of topics from the most creative minds
and well-known thought leaders in missiology.
It is the most widely read and cited
publication of its kind, entirely focused on serving Bible-believing followers
of Jesus Christ throughout the world to bring the gospel to every people and
nation as found in Revelation 5:9 and 7:9.
See http://www.missionfrontiers.org/about/about-us
for your free subscription or for reading more.
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