Shifting Perceptions on ECD: Mindsets & Misconceptions
Implementing an early childhood development (ECD) intervention in a low-resource setting like a Somali IDP camp is not merely a matter of logistics or material distribution. As our 2025 Smart Beginnings pilot demonstrated, it is fundamentally an exercise in shifting entrenched mindsets. Before introducing play-based learning and literacy, our research showed that we first had to address a foundational assumption held by many caregivers: are young babies actually capable of learning?
Initial Skepticism: "Too Young to Learn"
During our baseline assessments, it became clear that caregivers overwhelmingly prioritized basic health, nutrition, and hygiene above all other developmental factors. In fact, only a few mothers initially expressed any interest in reading or play. We encountered widespread skepticism regarding the age-appropriateness of some ECD activities as many mothers believed that storytelling, reading, and play were educational tools reserved for older, school-aged children, dismissing their relevance for infants and toddlers under one year old.
This mindset was clearly captured during our interviews. As one Hargeisa caregiver explained, "These activities are more beneficial when a child reaches an age where they can understand. When the child is very young, they may not understand much, so storytelling or reading may not benefit them as much".
Seeing is Believing: Shifting Priorities Through Direct Experience
However, our endline findings revealed a profound shift in these perceived values, driven almost entirely by sustained program exposure. The data showed that consistent participation helped overcome initial hesitation; as caregivers watched their young children actively respond to stories and crafts during sessions, their assumptions about infant cognition were fundamentally challenged.
By the end of the pilot, mothers who attended regularly demonstrated a strong appreciation for early learning activities and recognized their developmental benefits from an earlier stage. One caregiver reflected this cognitive shift directly: "At first, I didn’t believe that a child under one year old could be told stories, but my perspective has changed". Another noted, "Yes, I strongly believe this because when a child is played with, read to, and told stories at a young age, they develop better understanding and adapt more easily when they start school". This direct, observable experience transitioned caregiver priorities, elevating interactive learning to the same level of importance as basic hygiene and nutrition.
Displacing Screen Time with Active Engagement
This shift in mindset also yielded tangible behavioral changes at home, most notably regarding screen time. During the baseline phase, a significant number of caregivers reported that electronic screens were their child’s primary activity. Recognizing this reliance, the program incorporated targeted discussions on the developmental risks of excessive early screen exposure.
Armed with this new understanding and alternative ECD tools, caregivers began replacing passive screen time with book-reading and interactive play. As one mother reported at endline, "I reduced the amount of time he spends watching TV. Before, he used to watch TV most of the time, but now I read him the books you gave us and I also play with him".
The Unexpected Rise of Social Capital
Beyond child development, shifting mindsets extended to the caregivers' perceptions of their own social networks. While Smart Beginnings was designed as an ECD intervention, the endline data revealed that it inadvertently cultivated substantial social capital among the mothers, particularly in Kismayo.
By bringing mothers together consistently, the program organically fostered peer support networks. At endline, 72% of Kismayo mothers reported knowing more women they could rely on for help since joining the program. This peer network translated into practical economic and caregiving support: 18% of surveyed caregivers reported receiving help or information related to work or earning money, and nearly a third reported that another member had helped care for their children while they worked.
From Pilot to Practice
The findings from our 2025 pilot underscore that sustainable ECD interventions must be designed to build caregiver confidence just as much as child cognition. These research insights informed the structural and curriculum adaptations we implemented for the current round of Smart Beginnings, ensuring that our evidence-based approach remains deeply responsive to the evolving mindsets and realities of the displaced families we work with.
