For over fifteen years, ICRI Ghana has been on the ground at the grassroots level, working with stakeholders to improve the lives of children and families around the world helping them to survive and to succeed. ICRI envisions a world in which all families are happy to play their effective roles to support the child, especially in the early years. This is due to the fact that at ICRI Ghana, all we do is for our children and for our future. Located at La, a suburb of Accra, ICRI Ghana, known as Child Ghana Resource Institute has made great strides.
Bring our resources, expertise, and skills to assist the less privileged in Ghana.
Seek and promote children's rights in our communities.
Empower and build the capacity of children to become independent and curious young adults.
Ensure that teachers adapt contemporary teaching skills for children to appreciate and understand what is being taught.
Provide technical support to early childhood development program in Ghana.
EARLY CHILDHOOD TEACHER/PRACTITIONER CAPACITY BUILDING
In concert with other complementary partners like the Ghana Education Service, National Nursery Teachers' Training Centre, the University of Education, Winneba, University for Development Studies, Tamale, Speak to Children and Carayol College, we have built the capacity of various levels of Early Childhood Education practitioners with requisite skills and knowledge in managing the child, the school environment, client relations, supervision and leadership. Also, the training covers staff professionalism, communication with parents and other staff, dress code, classroom environments, curriculum, discipline, food and nutrition program, and building a community within their center. This has enabled the beneficiaries of our programs to have a better understanding of how early childhood education programs work as well as practical steps to help them overcome professional bottlenecks in the field.
ICRI GHANA EARLY CHILDHOOD EDUCATION PRACTITIONERS CONSORTIUM
ICRI has provided start up, oversight, quality control and cutting-edge curriculum development for early childhood programs worldwide. We are proud to say that our Consortium of Early Childhood Practitioners have grown in membership and is widely recognized within our catchment.
Our “Straw into Gold” material making sessions at the Ghana office have made it possible for teachers to develop the skills and knowledge in how to fabricate very useful age appropriate play and learning materials for use in the classrooms.
ICRI GHANA EARLY CHILDHOOD DEVELOPMENT RESOURCE CENTRE
ICRI Ghana manages an ECD Resource Centre in the Country Office at La Wireless, adjacent to the Duke International School. The center incorporates unique early childhood development curricula by providing ECD practitioners with hands-on experience in implementing developmentally appropriate early childhood education. The Resource Centre is also stocked with found items, which are free to the users of the center. There are well-trained, enthusiastic staff members to assist users on how to develop their own activity corners using the found objects.
Triumph School4Kids (TS4K) is a project of ICRI. Our goal is to develop a range of outstanding early childhood centers that are models in their communities and provide study and learning exchange opportunities for educators from around the world. Through our headquarters office in Berkeley, we have been able to develop an international early childhood quality initiative that has focused on assisting early childhood care and development providers in understanding the new research on the neuroscience of children’s brain development from birth to 8 years of age.
Since October 2012, our model preschool TS4K has been in effective operation. This success story is as a result of hard work by the ICRI Ghana and HQ team who have worked tirelessly to help achieve this feat.
Triumph School4Kids (TS4K) is a neuroscience-based school: Our interdisciplinary approach includes comprehensive, high quality and cross-cutting early childhood practices based on the latest approaches in the field; along with our deep understanding of the latest neuroscience research into how young children learn and thrive. TS4K will utilize an emergent curriculum approach that matches with highest quality curricular approaches that honor and “scaffold” the natural curiosity and creativity of each child in building their ability to learn to think for themselves at every opportunity, to create for themselves through process vs. product art and to engage in highly varied forms of oral, artistic, and written communication each day within the programs. Our School is committed to creating and nurturing a child-centered environment of support, success, and safety for each child and family who become a part of our community of lifelong learners.
Use of the integrated curriculum has helped the child to initiate activities. The play way of learning has been made more practical since our routines are activity based-a drift away from the strict and less interesting formal way of learning. We are proud to say that almost all the play and learning materials are made from found items. By this, the child's creative, analytical and problem-solving competencies have been challenged to help them reach their highest potentials.
ICRI Ghana supports some of its needy mothers with micro start up capital to enable them work to survive as well as take better care of their children. The open-door policy allows parents to visit our Ghana office for discussions on matters of concern to them. This has helped to improve our community relation efforts as we have a very positive image in our catchment and beyond.
SCHOOL ADOPTION PROGRAM
ICRI Ghana has worked with many less endowed schools and continues to work with less privileged schools in La, Teshie, Nungua, Kasoa, Kumasi and Asuboi through the giving of technical support and teacher motivation schemes. The partnership has enabled the effective transfer of technical expertize. Synergies have resulted in an improvement in Early Childhood Education delivery in less privileged communities.
EARLY CHILDHOOD EDUCATION MASTERS PROGRAM & LABORATORY SCHOOL
ICRI Ghana has partnered with the University of Education, Winneba (a leading Education University in Ghana) to establish the first Masters Degree in Early Childhood program that is supported by the first model Early Childhood Education laboratory school where undergraduates and Masters students can observe and study children’s behavior as they interact with their teachers, peers, and environment.
ICRI is engaging with the University for Development Studies (UDS), Tamale in a similar arrangement to support the University commence other ECE graduate and post graduate programs. ICRI will support UDS with the expertise and faculty to effective run. The programs. We will also support the University to improve upon their Child Care centers that will be used as laboratory centers for the graduate programs.
Advocacy is gaining grounds as more recognition is given to ICRI Ghana as a stakeholder in the above. This has earned our organization some airtime on radio and print media as a medium of execution of child rights advocacy. Our team has stepped up efforts at educating the parents on the rights of the child.
CHILD SURVIVAL PROJECT, VOLTA REGION
Worked to address the needs of Ghana’s orphaned, displaced, and at-risk children by stabilizing housing and providing access to education, health care, and other vital services.
Over five thousand teachers have received various training and have exhibited the desired attitudinal change in relations to the exhibition of a high sense of professionalism
Over ten thousand children in less privileged communities we work with have benefited from our interventions and are doing well in school
A lot of young women have been empowered through our support systems and now contribute significantly to the family income
Graduate teachers have had access to our centers for hands-on mentoring
GIRL CHILD PROGRAM
ICRI Ghana’s Girl Child Program provided intensive training, mentoring, and social support to at-risk young women in Accra. The majority of women enrolled in the program would not otherwise be able to access any educational or vocational training opportunities. Young women who participated in the program received intensive instruction in batik, beading, and other traditional art forms, small business training, and microloans to begin their own enterprises.