STUNG TRENG Province, Cambodia-

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Goal: Improve access to quality holistic ECCD services for the most vulnerable children, particularly children who are poor, disabled, and/or indigenous ethnic minorities.


  1. Support boys and girls under the age of 6 to receive proper care and early stimulation at home, opportunities to learn and play in preschools, and a head start to succeed in primary school.

  2. Empower mothers, fathers and caregivers in 251 parent and caregiver groups with the knowledge and skills to care for and educate their children under 6.

  3. Raise the awareness of neighbors and community members in 30 villages on the importance of holistic early childhood care and development.

  4. Build the capacity of new community preschool teachers and support 16 preschool centers and seasonal preschools to provide joyful learning and play environments for young children.

  5. Influence village leaders and commune council members in 16 communes to invest in the availability, access, and quality of holistic ECCD services at community level.

  6. Advocate subnational officials in the Ministry of Education to allocate increased human and financial resources for ECCD.


In partnership with Plan International, funded through UKNO, Wathnkapheap works with Provincial and District Offices of Education, Schools, Commune Committees for Women and Children (CCWC), and parents to support our activities. They include:

  • Addressing gender norms in parenting by supporting 11 father support pilots in which men can discuss and gain skills to become more caring and proactive fathers to their children under 6.

  • Building and piloting seasonal preschools to ensure that the children of migrant workers have opportunities to learn and play while their parents work in the agricultural sector.

  • Equipping community preschool teachers with early learning pedagogy to deliver quality instruction and care in the most remote villages. This is based on the preschool learning curriculum from the Ministry of Education.

  • Ensuring that the most disadvantaged indigenous children equally benefit from the right to education and are prepared to enter primary school. They are disadvantaged from lack of access to quality preschools and primary schools in their area, low knowledge of parents and caregivers to send them to preschool; inability for poor families to afford daycare or preschool, seasonal work migration of parents, difficulties transitioning to Khmer language primary schools, etc.

  • Working toward project sustainability from the start through involving and advocating commune councils, district and provincial education departments, and national ministries to take ownership and allocate increased human and financial resources to continue project interventions on their own after the project ends.

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