From Silence to Confidence: Milan’s Journey Through Play-Based Learning

A success story from rural Nepal showing how teacher training and play-based learning can transform a child’s confidence and early learning experience.
 

In a small community of Gelu Natila in Manthali Municipality, Ramechhap, five-year-old Milan Shrestha (name changed) once found the classroom to be a difficult and unfamiliar place. Like many young children adjusting to school for the first time, Milan struggled—but his challenges went beyond the usual hesitation.

Before joining the Early Childhood Education and Development (ECED) centre, Milan was quiet, withdrawn, and reluctant to engage. He did not attend school regularly, avoided interacting with other children, and rarely spoke in class. While he communicated comfortably with his family at home, the school environment made him anxious. He often sat alone, hesitant to participate in group activities or express himself to the teacher.

For his parents and caregivers, this difference between home and school behaviour was deeply concerning. They worried about how Milan would adapt to learning and social interaction in the long term.

This situation began to change in 2025 with the implementation of the ECD Harmony: Better Bright Beginning in Solukhumbu and Ramechhap Project, supported by Childaid Network Foundation and implemented by Seto Gurans National Child Development Services in coordination with Manthali Municipality.

As part of the project, ECED facilitator Rita Bohara participated in an intensive eight-day residential training on Early Learning and Development Standards (ELDS). The training focused on child-centred teaching, play-based learning, inclusive practices, and effective classroom management to support the holistic development of young children.

Following the training, Rita began applying the national ECED curriculum more effectively in her classroom. She transformed the learning environment into one that was child-friendly, play-based, and participatory, guided by a structured daily routine. Activities such as group games, storytelling, songs, dialogue, and interactive learning became regular practice. She ensured that all children were given equal opportunities to participate and express themselves.

Through her patience, dedication, and continuous support, Rita created a safe and welcoming classroom environment where children felt comfortable, valued, and encouraged to learn through play.
 

With this new environment, Milan slowly began to change.

He started attending school more regularly. He began to sit with his peers, observe activities, and gradually take part in group interactions. Over time, his hesitation reduced, and his confidence grew.

Today, Milan actively participates in classroom activities. He plays with his classmates, asks questions, and communicates more openly with his teacher. He enjoys learning through play—engaging in activities such as drawing, matching, counting, and storytelling. The classroom, once a place of fear and discomfort, has become a space of joy and curiosity for him.

These changes are not limited to the classroom.

At home, Milan now eagerly shares his daily experiences with his family. He talks about his friends, the games he played, and the activities his teacher introduced. He sings songs, retells stories, and even imitates classroom activities during play.

For his parents, this transformation has been deeply meaningful.

Reflecting on this change, Milan’s mother shares, “Earlier, our child did not want to talk about school. Now, as soon as he gets home, he eagerly shares everything he learned and played at school. This change brings us, the parents, great happiness.”

Milan’s story is a powerful reminder that the quality of teaching and the learning environment can shape a child’s entire educational experience. With the right support, even the most hesitant child can grow into a confident and active learner.

It also highlights the critical role of trained teachers like Rita Bohara. Her ability to apply play-based, child-centred methods has not only transformed Milan’s behaviour but also strengthened trust among parents and the wider community in early childhood education.

Looking ahead, the ECED centre and facilitator plan to continue supporting Milan’s learning journey as he progresses to higher grades. His story has also encouraged other families in the community to better understand the importance of early childhood education and the value of play-based learning.

Milan’s journey—from silence to confidence—is not just a personal transformation. It reflects how investing in teachers, classrooms, and child-friendly approaches can unlock the potential of every child.