A substantial body of evidence shows that many children in low- and middle-income countries, particularly those from vulnerable and disadvantaged groups, lack foundational literacy and numeracy skills and are not adequately prepared for a smooth transition from pre-primary to primary education. Play-based methodologies have been proven effective at fostering fundamental learning skills, including creativity, critical thinking, and problem-solving abilities. The “child-to-child approach” is an education model that supports this approach, helping children build knowledge and skills as they relate and interact with one another. It has been effectively implemented in several countries such as Uganda, Yemen, and Pakistan to prepare children for a smooth transition from pre-primary to primary school.

This project aims to enhance school readiness and smooth transition to early primary grades by using the child-to-child approach, and to build evidence on how to scale its impact in different cultural contexts. The project focuses on children who are at risk due to special learning needs, socio-economic factors, or other factors that limit their preparedness for primary school. It seeks to develop a training package with teaching and learning tools and implementation guidelines that are contextually valid and relevant for scaling impact, with the ultimate aim of supporting inclusive play-based practices in preschools and building foundational skills and school readiness among children.