- Téléphone : (+255) 684 373 797
- E-mail: info@codewatz.org
- Bonde Buildings, rue zImamoto, Tabora – Tanzanie
Les cinq premières années de la vie façonnent un enfant plus que toute autre période.
Durant ces années, son cerveau se développe plus rapidement qu’à tout autre moment — formant les fondements pour :
Le langage et la communication
La régulation émotionnelle
Les compétences motrices
La connexion sociale
La créativité et la résolution de problèmes
La réussite scolaire future
Mais dans de nombreuses communautés rurales et défavorisées à travers la Tanzanie, les jeunes enfants commencent leur vie avec un désavantage sévère.
Ils apprennent dans des environnements qui sont :
Surpeuplés et mal ventilés
Non sécurisés ou structurellement faibles
Dépourvus de chaises, de tables, ou même de tapis
Sans jouets, livres, ou matériel ludique
Dirigés par des enseignants DPE non formés ou non soutenus
Déconnectés des parents qui manquent souvent de connaissances sur le développement précoce
Sans stimulation précoce, jeu et soins bienveillants, les enfants prennent du retard avant même que l’école primaire ne commence — et rattraper est extrêmement difficile.
A child who receives quality early childhood education gains confidence, curiosity, and readiness for school.
Un enfant qui en est privé peut avoir des difficultés pendant des années.
Chez CODEWA, nous croyons que chaque enfant mérite un début de vie joyeux, sûr et stimulant.
We strengthen ECD (Early Childhood Development) systems by improving learning spaces, teaching quality, learning materialset caregiver engagement. Our work is holistic — nurturing the whole child and building a supportive community around them.
We help children learn through play, exploration, creativity, and care — the most effective ways young minds develop.
Nous améliorons l’éducation de la petite enfance grâce à quatre interventions clés :
Nous rénovons et équipons les salles de classe DPE pour créer des environnements où les enfants se sentent en sécurité, enthousiastes et désireux d’apprendre.
Nos améliorations incluent :
Des salles sûres, propres et bien ventilées
Des illustrations murales lumineuses et adaptées aux enfants
Du mobilier approprié (tables, chaises, étagères, tapis)
Des coins d’apprentissage organisés pour la lecture, les arts, les chiffres et le jeu imaginaire
Des espaces de jeu extérieurs sécurisés
Une salle de classe accueillante dit à chaque enfant :
« Tu as de la valeur. Tu appartiens à ce lieu. Tu peux apprendre. »
Les jeunes enfants apprennent mieux par le jeu — pourtant la plupart des centres manquent même d’outils d’apprentissage de base.
Nous fournissons du matériel de haute qualité tel que
Puzzles, formes et blocs de construction
Livres d’histoires et cartes illustrées
Fournitures d’art et d’artisanat
Équipement de jeu extérieur
Aides pédagogiques fabriquées localement et à faible coût
Ces outils soutiennent :
L’alphabétisation précoce
La numératie et le comptage
La communication et le vocabulaire
La créativité et l’imagination
La résolution de problèmes et la motricité fine
Le jeu n’est pas une pause dans l’apprentissage — c’est l’apprentissage. it is learning.
Nous équipons les enseignants DPE avec les compétences, la confiance et les connaissances dont ils ont besoin pour soutenir le développement précoce.
La formation comprend :
Apprentissage centré sur l’enfant et par le jeu
Les techniques de stimulation précoce
La discipline positive
Développement émotionnel et sécurité
Gestion créative de la classe
Utilisation du matériel pédagogique disponible localement
Un enseignant autonomisé crée un impact durable.
Les parents sont les premiers et les plus importants enseignants d’un enfant.
Nous autonomisons les accompagnateurs pour :
Soutenir l’apprentissage précoce par le jeu à la maison
Fournir des soins bienveillants et un lien émotionnel
Comprendre le développement adapté à l’âge
Pratiquer une parentalité positive
Assurer la nutrition, l’hygiène et la stimulation précoce
Lorsque les parents sont impliqués, l’apprentissage devient continu — non limité aux heures d’école.
Grâce à notre Programme d’Éducation de la Petite Enfance, les enfants :
✔ Entrent à l’école primaire confiants et prêts
✔ Démontrent une alphabétisation et une numératie précoces plus fortes
✔ Développent la curiosité, la créativité et les compétences de résolution de problèmes
✔ Développent de meilleurs comportements sociaux et émotionnels
✔ S’épanouissent dans des environnements sûrs et stimulants
Et au-delà de la salle de classe :
✔ Les enseignants deviennent plus efficaces et motivés
✔ Les parents gagnent en confiance pour éduquer leurs enfants
✔ Les communautés reconnaissent la valeur du développement de la petite enfance
De solides fondements précoces façonnent toute la trajectoire de la vie d’un enfant.
C’est là que commence la vraie transformation — et CODEWA est fier de montrer la voie.
The first five years of life determine a child’s lifelong learning, health, and well-being.
During this critical window, children develop:
Le langage et la communication
La régulation émotionnelle
La connexion sociale
Creativity
Early numeracy and literacy foundations
Curiosity and problem-solving skills
Confidence and self-expression
But many children in rural and underserved communities across Tanzania start life with severe disadvantages. Their early environments are:
Overcrowded, unsafe, or poorly ventilated
Without child-friendly furniture or learning corners
Lacking toys, books, and stimulation materials
Led by untrained or unsupported early childhood teachers
Disconnected from parents who may lack knowledge about early child development
Emotionally unstimulating, with no structured play or nurturing care
As a result, children face:
Delayed cognitive development
Poor social and emotional skills
Low school readiness
Fear, withdrawal, or lack of confidence
Poor early literacy and numeracy
Long-term learning gaps that are hard to reverse
Girls, children with disabilities, and children in poverty are disproportionately affected.
A child who gains nurturing, stimulating early learning thrives.
A child who misses this foundation may struggle for years — academically, socially, and emotionally.
A Tanzania where every child enters school confident, curious, emotionally secure, and developmentally ready to learn — regardless of where they are born.
We envision:
Safe, joyful, and stimulating early childhood environments
Teachers who are equipped, motivated, and child-centered
Parents who actively support early learning at home
Communities that value early childhood as a foundation for lifelong success
When children receive quality early childhood education, they build the resilience, creativity, and readiness needed for school — and for life.
Children aged 3–6 in rural and underserved communities
Learners transitioning from ECD to primary school
Children with developmental delays or disabilities
ECD teachers and caregivers
Parents and guardians
School committees and local leaders
Community health workers and childcare stakeholders
Research consistently shows:
90% of brain development occurs before age 5 (UNICEF)
Play-based learning enhances cognitive, social, and emotional development
Safe, stimulating early environments improve school readiness
Trained ECD teachers significantly increase learning outcomes
Parental involvement is one of the strongest predictors of early developmental success
Children with strong ECD foundations perform better in later primary grades
Without early stimulation, children fall behind academically, socially, and emotionally — often permanently.
Skilled ECD facilitators and trainers
Construction/renovation materials for classrooms
Play-based learning kits and early literacy tools
ECD teacher training curriculum
Parent engagement and home-learning resources
Partnerships with schools, local government, and communities
Monitoring and evaluation tools
Financial resources for infrastructure, materials, and workshops
Renovate ECD classrooms for safety, ventilation, and comfort
Provide child-sized furniture (tables, chairs, shelves, mats)
Create learning corners for reading, numbers, arts, pretend play
Paint bright, child-friendly illustrations
Improve outdoor play areas
A safe, welcoming space sends a powerful message of belonging and dignity.
Provide puzzles, blocks, shapes, and building sets
Supply picture books and storytelling cards
Distribute art and craft materials
Equip outdoor play items (balls, swings, local toys)
Support teachers with low-cost, locally-made learning tools
Play fuels language, creativity, curiosity, and problem-solving.
Train teachers in play-based, child-centered methods
Strengthen classroom management and positive discipline
Teach early stimulation and language development techniques
Build skills in inclusive education and support for children with disabilities
Support ongoing coaching and peer learning
Empowered teachers become transformational figures in a child’s life.
Teach parents to support early learning through play at home
Promote nurturing care, bonding, and responsive parenting
Provide home-learning kits with simple activities
Raise awareness of hygiene, safety, and early stimulation
Strengthen parent–school collaboration
Parents become partners in early learning, not spectators.
Measured through:
ECD classrooms renovated and equipped
Learning corners established
Play and learning kits distributed
ECD teachers trained and mentored
Parent engagement workshops conducted
Home-learning materials provided
Children reached through improved ECD environments
Children:
✔ Gain confidence, curiosity, and social skills
✔ Engage actively in play and exploration
✔ Show improved emotional regulation and communication
✔ Develop early numeracy and literacy foundations
✔ Feel safe and welcomed in their learning spaces
Teachers:
✔ Use play-based, child-centered teaching approaches
✔ Build confidence in facilitating early learning
✔ Apply positive discipline and nurturing interactions
Parents:
✔ Become more engaged with early learning at home
✔ Understand the importance of early stimulation
Children:
✔ Enter primary school fully ready to learn
✔ Show stronger cognitive, social, and emotional development
✔ Demonstrate improved early academic skills
Teachers:
✔ Sustain high-quality ECD teaching practices
✔ Create vibrant, structured early learning environments
Communities:
✔ Value the importance of early childhood development
✔ Support ECD centers through parent committees and local leadership
Children succeed in primary school and beyond
Improved literacy and numeracy outcomes in later grades
Higher school retention and reduced early dropout
Greater confidence, creativity, and problem-solving skills
Families practicing positive parenting and nurturing care
Stronger community investment in early childhood environments
A generation with stronger foundations for economic and social success
Early childhood success shapes lifelong success.
Parents are willing to participate in training and home-learning activities
Teachers are motivated and available for ongoing professional development
Communities believe in the value of early childhood investment
Local schools and leaders support classroom improvements
Adequate materials and resources remain accessible
Children attend ECD classes consistently when environments improve
Extreme poverty limiting parental involvement
High teacher turnover affecting sustainability
Cultural beliefs undervaluing early learning
Infrastructure challenges (water, sanitation, electricity)
Funding gaps for renovations or learning materials
Environmental factors affecting school attendance
These risks guide our need for strong partnerships and community ownership.
Inputs → Staff, materials, training, partnerships
Activities → Renovations, play kits, teacher training, parent engagement
Outputs → Improved classrooms, trained teachers, engaged parents
Résultats à Court Terme → Better stimulation, confidence, early learning gains
Medium-Term Outcomes → School readiness, improved teacher practice, stronger parental support
Long-Term Impact → Children thriving academically, socially, and emotionally
Community and school leadership commitment
Consistent attendance of children
Teachers applying training consistently
Active parent engagement and follow-up
Access to safe, secure learning spaces
Strong monitoring and reflection practices
These conditions allow early childhood interventions to be effective and lasting.
IF children learn in safe, stimulating, play-based environments supported by trained teachers and engaged parents,
THEN they develop strong foundational skills and readiness for school,
LEADING TO a lifetime of improved learning, confidence, and well-being.
