In 1961, with the creation of Children’s Circles (Daycare Centers/State Nurseries), the Cuban Pre-school Educational System is created. Until that time,there existed in the country approximately 300 initial education centers, essentially for children 5-6-years-old. In 1980, per Resolution 577, regulations for Daycare Centers are created, and in 1981, per Resolution 430, a new scholastic curriculum is established.

Per Law 76, decreed in 1984,Mixed Circles (boarding/nonboarding) and homes for parentless children are created.

Preschool children (5-6 years of age) were educated in Primary Education until 1992. Then, as it was deemed to be the last development period within the early childhood phase, its direction was determined by the preschool educational system.

Preschool education is not obligatory in Cuba (OEI, 1999), though it is the minor’s first education phase. It constitutes the first subsystem of the entire National Educational System. It is endorsed by legal documentation and in the Republic’s constitution.

The Ministry of Education (Ministerio de Educación/MINED), under the Direction of Preschool Education (Dirección de Educación Preescolar), outlines political education and methodologically directs the educational activities of the entire subsystem. It consists of the maximum technical and methodological authority. There are departments subordinated to provinces, municipalities, and regions. All are obliged to adhere to the educational politics and directions originating at a centralized level. They control and adjust educational activities in their territory according to the politics of the Cuban Communist Party (MINED, 2010).

This primary teaching has as its objective achieving the maximum integral and harmonious development of the child, from six months of age until five years of age; while consequently facilitating his/her learning at the commencement of primary schooling. In the practice of governmental education, this initial general education phase is essentially organized in two ways: institutional (child groups and preschool classrooms in primary schools), and not institutionally with the Teach your Child Program (Programa Educa a Tu Hijo). The same takes into account three fundamental variables:

– Children’s group for children 0-5 years of age.

– The informal ways (not institutional), from birth until 4 years of age, perfected with the program Educate Your Child (Educa a Tu Hijo) effected through the service of professional promoters, volunteer activists and the child’s family.

– Preschool grade at the school for children 5 years of age.

Generally, children gain acceptance into the children’s group such as in school per their age group, so far as they reach the corresponding year of age by the 31st of December. Education in Cuba is state-run; the majority of school settings are subsidized by the State. The children’s group charges a reasonable fee to the parents for the assistance services; educational and health services are offered for free. Only working mothers or those in a predetermined social situation have access to the service.

There is a group of children ages 0 to 5-years-old who are assisted in private nurseries generally when the mother works outside the home. In these locations the children are mostly looked after by women who carry out these activities by way of the state. A small part of this establishments belong to the Catholic Church and other institutions, where the preschoolers are availed better benefits and many more resources than those at children centers or regular nurseries.

At present those who wish to open a private nursery are required to apply for a health license, pay taxes, if not retired, and submit to periodic visits by inspectors. In the capital the minimal fee per child per month reaches 10 CUC ($9.00 USD), not including food, clothing and articles of personal hygiene for the child. In Havana, based on figures obtained by ACDEI, the majority of this nurseries offer assistance services. Governmental documents reflect children participating in the program Educate your Child (Educa a tu Hijo) since the age of 3. Available additional information regarding the development process throughout the country is not sufficient.

Translated by: Anonymous

October 11 2012

I am going to continue believing when people lose hope.
I am going to continue loving, although others sow hatred.
I am going to continue building, when others destroy.
I am going to continue speaking of peace, although in the midst of war.
I am going to continue illuminating, although in the midst of darkness.
I am going to continue sowing, although others step on the shoots.
I am going to continue screaming, when others remain silent.
I will draw smiles, on faces with tears.
I will spread cheer, when I see pain
and offer reasons for happiness where there is only sadness.
I will invite those who stay put to walk with me
and raise the arms of those who have given up.
Because in the middle of the desolation, there will always be a child
we will look at, hopeful, waiting for something from us, and still in
the midst of a storm, somewhere the sun will come out and in the midst
of the desert a plant will grow.
There will always be a bird who sings to us, a child who makes us smile,
and a butterfly who brings us her beauty.
But… if some day you see that I no longer smile or call, just
come closer and give me a kiss, a hug, the gift of a smile,
that will be enough.
Surely life will have slapped me
and surprised me for a second.
Just your gesture will set me back on my path.
Don’t ever forget.

Gabriela Mistral

Pseudonym of Lucila Godoy Alcayaga, daughter of a rural professor, poet and Chilean diplomat. She was a distinguished teacher. In Mexico she worked on educational reform with José Vasconcelos, another important educator, philosopher and Mexican politician.

In 1945 the distinguished Chilean teacher became the first Latin American writer to receive the Nobel Prize in Literature. Her literary pseudonym showed her admiration of the European poets Gabriele D’Annunzio and Frédéric Mistral.

August 14 2012

To Educate: Requires the belief that change is possible.

More than 250 teachers and educators involved at all levels of teaching from the provinces of Mayabecque and Havana exchanged and updated their educational experiences by participating in the 12th Summer School for Teachers. On this occasion it was held from 30 July to 3 August at the Queen Mary Institute headquarters in the capital.

The organizing team, made up mostly of members of the National Catholic Education Commission, promotes these activities in other provinces. Matanzas and Cienfuegos had their own school this year.

The annual event organizes workshops and lectures by local and foreign teachers, who are called facilitators for the role they play as instructors and counselors in each workshop.

The daily work sessions are intense, from 8:00 AM until 4:00 PM. They also last several days, which correspond to the vacation period for teachers. However, the effort and enthusiasm among participants is supported by a high academic rigor and relevance of the topics covered.

In order to improve the work with toddlers, since June the Cuban Association for the Development of Childhood Education (ACDEI) registered five educators from private nurseries to attend the event.

Four people attended, including ACDEI coordinator. Day by day they were surprised by the interest awakened the association’s proposal. Surrounded by teaching professionals they learned:

1. The knowledge gained during a year is relevant when compared to other nurseries in the city.
2. The constant inquiries from attendees about the project show surprise and interest in implementing the objectives of the Cuban program “Educate Your Child” in private nurseries.
3. Children in the day care centers with pedagogical training this year will begin school assessed with various tests used by educators with the assistance of a psychologist. The results show that these little ones, thanks to work undertaken together with their parents, are ready to begin their school life.
4. From now on ACDEI members and educators face new challenges. One of the most important is lifelong learning about teaching methods appropriate to the learner’s developmental history, family situation and home.

In short, we will continue fueling the dreams and self-esteem of the young children and their families with love, knowledge and the inseparable daily work.

August 7 2012

The children’s party started at 4:00 in the afternoon. The girl’s father had twice postponed the celebration because of difficulties with the customs documentation of the package, a package of jams brought on an AIR FRANCE flight and deposited in Havana’s “José Martí” airport.

In addition to the decorator, the restaurant manager, the brightly colored cake, the clowns and the photographers, they had to wait for the sweets. Finally, amidstpiñatas and light refreshments,the candies and chocolates were distributed to the more than fifty little playmates invited to the party.

The little girl took a few swings at the two dolls—piñatas adorned with flowers and shiny paper—and they exploded, raining down a shower of color that covered the floor of the rented room. The mothers present crouched downdiscreetly,along with their little ones,and picked up candies.

It seems no one remembers that Cuba was once the world’s leading sugar producer. Its inhabitants now pay around 0.70 CUC per kilogram of refined sugar.

While there are exceptions, and a limited supply is available, domestically produced candy is generally of lesser quality yet similar in cost to that priced in American dollars. For example, a 25 gram packet of Chico Chico brand candy costs 0.95 CUC. The average monthly salary in Cuba is 18 CUC, the equivalent of 20 US dollars.

Prices for candy on sale in shops and candy stores are:

Any brand / Hard or soft / for 1 (Approx 3 grams) / Minimum $0.05 CUC

Alka brand /Hard / for 9 (29 gr.) / Min $0.30 CUC

Menthoplus brand / Hard / for 9 (30.6 gr.) / Min $0.20 CUC

Soberana brand / Hard / 600 gr. / $2.85 CUC

Dori brand / Hard / 700 gr. / $3.40 CUC

This price list demonstrates how seven pieces of candy, the amount found in a small Alka packet, can cost as much as half a kilogram of sugar (0.35 CUC).

One piece of candy is a sweet delicacy, more a treat than a necessity. In a country where food is very expensive, it is unlikely one will find cheap sweets.

Proper childhood nutrition is vital, yet a kilogram of powdered milk costs at least 5.00 CUC—an extravagant price—putting it out of reach for thousands of Cuban families. What to do? Not buy candy?

To deny boys and girls this pleasure would be cruel. Childhood passes quickly. I believe it is better to pay whatever it costs and forget about the price.

The saying goes that a father and mother must, to the extent they are able, make sure their children’s lives are happy. Acting without remorse. Spending money without “closing your eyes and gritting your teeth.”

When the “little angels” are grown, what they will remember most are their toys and sweets.

Luckily, the hard times pass.

August 7 2012

The absence of rules in the majority of private Cuban childcare centers means that some kids arrive late every day and their parents and families, with the greatest nonchalance, explain that they fell asleep, or the babies didn’t want to get up, which in many cases is certainly true. There are rarely justifiable reasons. They are “musical” people who don’t worry too much. This has nothing to do with those parents who increase their pay with incredible sacrifices so that their child is well taken care of, and in many families the parents work irregular hours.

In Cuba’s private childcares there are disconcerting events due to the limited experience and training of mothers and families, but also because the majority of educators and proprietors need a proper business and educational vision.

There are people characterized by their tardiness. Almost always, they confidently arrive at least 30 minutes after the appointed time. The fact remains that conscientiousness in the Greater Antilles should be calculated with “luck” and at least an hour ahead of time.

Being on time is not easy. It is not only due to lack of money. For Cubans, taxis, popularly known as “boatmen,” adapt their routes to the places according to the driver’s decisions: The most profitable routes. Also the trip is shared with others.

The tourist taxis are used to finding the address of the customer, but with high rates. The other option: the city bus, that suffering and well-used means of transport, the “bus” is very affordable (under $ 0.05 USD) but with deplorable service.

The quality of management is easy to imagine in a Havana with more than 2 million people without a means of transportation such as subways and full of jalopies (a word used years ago in a speech former President Fidel Castro referring to private cars, mostly old models, owned by ordinary citizens).

The other provinces are also pressed to move people and goods. There people yawn with boredom when they hear the word vehicle. Lateness, and its sister, unreliability, are rampant.

The lethal habit of being late is accepted by the great majority. Even television programming is inexact or changes its schedule for problems of “programming” or “technical”. However, delays have a high price from the time toddler begins in day care centers all the way to the universities. Tardiness needs a very good justification.

- Missing class.

At some levels of education students lose the academic year for unexcused absences — tardiness by another name; if they arrive late they not allowed to enter classes.

As soon as the little kids arrive late, they participate in the activities of kindergartens overseen by ACDEI (Cuban Association for the Development of Primary Education). In the end, all the kids are dealt colorful stickers with numbers or figures. The first to choose who get the higher values, selected according to their preference, are those who arrive on time, because:

- A school must be on time, the highest grades are for those who want to learn the most.

Using different strategies and changes in organizational culture, little by little, things change. There are already students who demand that they arrive early so they can sit in the place they want and choose the sticker with the most beautiful design.

To reward tardiness from the time students are little can have unexpected consequences. Imagine a child who comes to believe in the right to be late. The handy excuse for some parents of questioning the quality of the Cuban education system is a tactic used by those with good economic opportunities and various material resources. Many of these young people go abroad and discover the grim reality: scandalously they fail their tests even though they thought they knew a lot. Meanwhile others graduate in first world countries in two and three university majors, or finish a master’s degree in a year or start their PhD programs right after graduating.

Now if the child is late, educators warn:

- Take a good look. Forget pitying the child.

Punctuality is synonymous with seriousness and responsibility. One lady offered to make a poster to place in the daycare:

“The shrimp that falls asleep is carried away by the current.”

If I could choose, I would propose a sign:

“Notice to ’musical’ (i.e. tardy) families: Keep up the nonsense of oversleeping. Later, don’t complain.”

July 2 2012

Cristopher’s 4th birthday was celebrated at his nursery school, together with the celebrations of three other pre-schoolers (two girls and a boy). The custom of celebrating the birthdays of preschool and elementary school students at their day cares or schools is very popular, because the “guests” are their little friends and the teachers.

The parents of the students are the organizers of the happy ceremony, but in Cristopher’s case the nursery school’s teachers surprised all the families involved in the party with the expensive hiring of a professional clown.

Although Cristopher’s’s family is very humble, a very special purpose is satisfied by the kindness of such an expense for the children’s party. Cristopher will go to a normal school next year, despite the fact that he suffers from a strange and dangerous disease: Simpson-Golabi-Behmel Syndrome. He is one of three cases of this disease reported in Havana.

Simpson-Golabi-Behmel Syndrome* is a genetic disorder characterized by gigantism. The patients show distinctive facial features and anatomical abnormalities that are specific signs of the disorder. Some of these dysmorphisms include macroglossia, “enlargement of the tongue”, heart problems, bone abnormalities, etc. The literature even reports frequent cases of premature deaths among patients.

The child’s parents have always had faith in the qualifications and competence of the medical team that treats their only child, including the specialist and the doctor’s office near their home. But the greatest merit, in my view, are the educators of “Los Maceítos” nursery school, and especially, the owner Deysi, a talented woman with long experience in State day care centers.

Deysi’s nursery school has had, for many years, an excellent reputation in the community. Even so, she hesitated when confronted by a mother accompanied by a child whose tongue does not fit in his mouth. But far from refusing to receive him, she had compassion on both and together with the teachers Yaneisit and Damaris they encouraged the youngster to keep his mouth shut and made him feel “as healthy” as other toddlers, who also helped by telling Cristopher: “Cusi, close your mouth!”

In May 2011, members of the Cuban Association for the DEVELOPMENT OF PRIMARY EDUCATION (ACDEI) began working in Los Maceítos pedagogically, with the objectives of social program called “Educate Your Child”, which in the past decades in Cuba has been developed in early childhood care. Other novel methods are also used, with recyclable material and other resources. In a relaxed and fun atmosphere we managed to develop Cusi’s cognitive and physical skills. Today he is one of the most advantaged students.

In sports, specifically in physical education, Professor Miguel García “former athlete on the national gymnastics team” develops motor skills in toddlers, and without the child noticing, he avoided tiring Cristopher out.

Children’s parties are part of the activities of the members of ACDEI. It’s a time to talk with parents, exchange views, “capture” the less concerned parents, and so on. We also record videos and take pictures of the party. Later we edit and deliver the DVDs to the honorees and the nursery school, as a reminder of the work undertaken.

The biggest surprise for the parents is that they get to appreciate the unexpected moments of celebration mixed with scenes of the classes taught and the activities of their children in situations that they didn’t even imagine.

Cusi celebrates his birthday and his good medical condition to begin school next year. The child still has limitations, but the progress is remarkable. Despite scarce resources, physicians recommend the nursery school to parents of other patients.

Meanwhile ACDEI advances, ready to face major challenges, although it means more work and study. As the prestige of the nursery schools grows, our work need to improve. No wonder ACDEI battles for legal recognition as an NGO. We have to help other Cristophers and improve the performance of private nursery schools in Cuba.

* (Dueñas Gonzalez, Alfonso et al, 1998; http://jcb.rupress.org/content/141/6/1407.full.pdf)

June 26 2012

One more stop against discrimination and prejudice against women

The Click Festival 2012, organized by the Blogger Academy, Spanish Blog Event and State of SATS — http://festivalclick.com — was a complete success. It generated much exchange of knowledge about twitter, blogs and variegated technologies. An air of enthusiasm characterized the event in spite of threatsof imprisonment and seizure of property of participants (http://www.cubadebate.cu).

Among the attendees a friendly andflamboyant musician stood out, who used a hat, better said a pot, with writing in Spanish and English that explained: “This is not a pot, it’s a hat.“

The rest of his companions were a group of at least two women, children of both sexes and musicians of the alternative group OMNI-ZONA FRANCA.

Dr. Flores, a lawyer from the NGO CUBAN LAWYER ASSOCIATION, and independent journalist, during one of the festival recesses,introduced Iris Ruiz, a young women with six boys and baby girls. Immediately the warning signal that any teacher possesses lights up: I wonder if the little ones are well cared for, if they are happy.

Although the observer’s impression may be favorable, some of the subjective causes can be predicted for why it is hard for the institutions of her residential zone and of the township where she lives (East Havana) to considerIris Ruiz, a single mother,”a high priority social case.”

In reality, Iris Ruiz, without intending it, is a transgressor of the values that prevail in today’s Cuba.

Cuban women generally have fewer than two children. Having more is interpreted from several angles. For many it means:

Craziness or mental disorders.

Little academic training.

It is synonymous with poverty.

Being Christian or peasant.

Iris Ruiz confronts other prejudices, too.

She is a white woman who “gives birth” to a black child.

She openly expresses pride in having a large family.

She is a single mother, which in the social imagination places her at a disadvantage.

Her current companion and the father of four of her children is Amaury Pacheco del Monte, coordinator of the alternative cultural project OMNI-ZONA FRANCA, a community project considered extravagant for it artistic projection and a particular spirituality. This heterogeneous group, which with its technique proposes to the world another artist’s view, also has participated in the Havana Bienneal, a very important cultural event. They recently toured the United States.

Thelimited solidarity of the neighbors on refusing to provide them water service in a country where dailyillegality shows, probably, not only a reaction of bewilderment before his legal status, but also reproach for his “unusual” conduct.

Each day grows the number of mothers who confronta housingsituationsuch asIris Ruiz is going through, whose case was published February 16 this year in www.cubanet.org under the title The ’squatters’ in Havana increase. She resides illegally in apartment 1 of Building E-83, Alamar zone 9, in Havana, where currently they live without water service or electricity. Her family was declared illegal squatters by Resolution 1608/2011, which records that “in 2004 the housing was confiscated, after definitively leaving their property,” for the United States. That is to say that for more than seven years the place was inhabited.

Jeers and insults, and especially, the little or zero social or governmental support to mothers with several children are an insidious form of violencewhere the helplessness of women in different spheres of society creates an unusual atmosphere.

In the midst of campaigns and efforts to hide the calamity of the gender violence, other ruthless acts of physical violence against women continue to happen, derived from the pure machismo and disdain for feminine dignity.

Being a woman is being mother. A mom would love one single child as much as she would love six of them. Even without the official figures of the women maimed or beaten, every day we hear of stories about such lamentable events of contemporary Cuba.

It is about time for civil society and women, in particular, to take action in an independent way.If Iris Ruiz creates conflict, the Cuban woman who is not to blame, should throw the first stone.

June 26 2012