Mimi and Friends Reading Mats

According to Save the Children International (26, April,2021), globally, 393million cant read. In Uganda the figure stood at 60.5% according to the Daily Monitor (8th, July, 2022). It is no doubt that these figures have gone up due to the Covid19 pandemic that led to the closure of schools. In Uganda, this closure meant  that many children went without access to any instruction due to inadequate online services, little parental involvement and the fixation of reading to pass exams rather than for pleasure.

I observed recently that an increasing number of young learners were unable to transition from phonics identification to word formation because of little exposure to self blending. Keep in mind that many teachers in Uganda are overwhelmed by overcrowded classes amidst low pay issues. Those who are passionate enough to follow up on struggling readers, find it frustrating to cut out the needed attention needed due to existing pressures such as workloads and top-down fixation on lesson quantity and exam passing as a sign of academic excellence. The uninviting tempo this sets for foundational reading, deters pleasure for budding readers. 

Despite the wonderful opportunity offered by the phonics approach to reading, there is little done to actually enable child-friendly approaches since the instruction format is still heavily teacher-focused. I believe that if the child is allowed to explore diverse phonics combinations in a play-based manner, the monotony of rote memorization will fade and children will find pleasure in reading rather than the painful chore it has turned to be.

Our reading mats are designed to create a child-friendly play based activity in which the young learner can happily explore different phonics and group families and most importantly learn too self-blend. Self-blending gives the learner confidence that is often robbed from them in the I-Do-You-Do instructional format found in foundational classes. I observed in the 3 schools in which I piloted the reading mats, that it also facilitated peer to peer support, was devoid of stress and also lessened the teacher workload, which is really crucial to sustainable interventions.

The delightful part apart from the excited learners, is the versatility of the mats allows them to be laid down and used in a hopscotch game format (which the kids love!) or hang up against the wall as a handsy locating game. The handsy format is quite effective for those young learners who are visually impaired and often excluded from such pleasurable activities. This would be made possible with  braille format of the reading mats and felt material to give pleasure to visually impaired young readers. Furthermore, apart from its ability to be utilized as welcoming class mats on which learners can touch or jump around identifying and self blending themselves into active readers; another wonderful potential lies in its ability to be turned into reading apps that young learners can have in a game format transitioning into words an little sentences that can stretch them further into reading more words little by little.

Primarily it serves young learners aged 3-7years. It offers them a child-friendly aid that helps them explore phonic families and learn to read. It facilitates peer to peer support and a joyful way to learn. This is important because there is a fixation on cram work for exams which leads to a stressing binge of unjoyful experiences in the Ugandan classroom. The ethos in play-based learning is hardly tapped into and play time keeps getting shorter and shorter in kindergartens in Uganda. These reading mats demonstrate to the teachers, that a lot can be achieved within and outside the classroom in a fun manner that learning is initially supposed to be. 

Secondly, teachers and key officials in the education niche are always on the look out for aids that can solve multiple challenges in the classroom. For the frustrated teachers that I have talked to, this will alleviate the pressure they undergo to enable literacy milestones, without losing the playfulness that they yearn for. It demonstrates that a simplicity to phonics approach is far effective than rote memorization by the stick. It reinforces the belief that positive experiences attached to reading, make the literacy journeys of children a pleasurable activity that yields intended positive outcomes with the least costs. It also reinforces the need for teachers to creatively come up with innovations tailor-made to suit the individual needs of the learners under their care.

Since 2016, we have partnered with municipal offices, schools and communities. The need for effective reading innovations is so great and the passionate mentors few. It is so costly for our team to conduct literacy mentorship camps in all divisions or schools and more so, not all schools are willing or able to pay for our 6-8week mentorship services. We are keen on sustainability and our follow up show that not all schools are able to have continuous teacher-led instruction on the best ways to conduct child-friendly reading internally. This is especially due to high teacher turn over that leads to the expert teachers often leaving schools for greener pastures. The Mimi and friends reading mats will be affordable to acquire and integrate into the daily activities of the schools with every new teacher that joins existing teams in different schools.

The reading mats are easy to learn, have a playful format to them within and outside the classroom, relieve teacher workload while simultaneously improving reading, hence, making it a darling to the teachers as well. This is especially because the teachers are looking for innovations that can enable participatory learning (to give them more time to observe and rest for a while) and at the same time giving joy to the learners. The school administrators and proprietors are keen on embracing solutions that incoming teachers can easily use, are affordable, don't need external orientation all the time, and above all can help the learners learn to read with joy.

We have formed a reading mats out of separate laminated reader flash cards. These laminated flash cards were placed on a checkered formatted ground in the play area of the 3 schools we visited. The reading mat has been tested in 3 schools (from march to April 2024) with learner capacity of 1200 children aged 3-6years and the response was quite positive not only from the young learners but the teachers as well. Based on the footage that we have been able to share with some of the schools we have mentored, we have 15 orders for the reading mats and 10 scheduled workshops.

We have learnt so much from those few that have mentored us and wouldn't be where we are had it not been for them!. These Mimi and friends Reading mats are just one of the many innovations we have come up with because we found a great need that needed  to be addressed immediately as we went along with literacy mentorship or routine reading sessions in schools. Whenever we talk to a frustrated teacher or observe a struggling reader try in vain, we are eaten up by the need to address the gap. From growing books to child-written resources, we continue to bridge gaps.

 However, expertise is needed to further harness the opportunities and polish whatever innovations. I feel there is something missing that we can be able to add to whatever we are doing. For example, the growing book was possible with the help of an expert that found us encouraging teachers to write little short stories that they could use to fill up the gap of inadequate EGR resources in schools. With her help we were able to pass on the skill that a story can be "grown" as at whatever level of instruction the teacher felt needed to be explored for further mastery or simple pleasure. It was quite an eyeopener.

I believe that the reading mats can be improved further and would need expert help to this effect. I also believe that there is a bigger potential especially for the visually impaired and we would love to have further guidance on that. The ability for this to be turned into a reading app, would be a bonus. Reaching out to more young learners needs the resources that we just don't have at the moment so being able to have funding would enable us reach out to the 54 public schools under Kampala capital city Authority that has given to us as an opportunity, to read to its learners and mentor their foundational teachers but we haven't been able to. If we were funded, these reading mats would definitely make a difference to these 54 public schools and we would be able to attach probono mentorship workshops to the 54 schools.

The Mimi and friends reading mats are versatile and affordable. They can be used with child-initiated play or teacher-led instruction. They have the ability to switch between different phonics or combinations or families depending on where the need is, thus, making them suitable for tailor-made child-focused interventions. They are also inclusive and cater to visually impaired young learners too which is a much needed resource for countries such as Uganda. Their slip-in pocket mat format makes them easy to flip between different families and is cost friendly because one doesn't need to have many mats which would also deter schools from buying them since most school prefer to invest on upper classes while ignoring the reading needs of foundational classed under the pretext that they are too young to understand what they are reading or doing.

I believe that our solution helps change the way reading is presented to young learners. It would emphasize creativity in enabling play-based learning instead of fixation on rote memorization while using the simplest forms ever to achieve greater literacy milestones. These reading mats can also be used at home and facilitate parental involvement which has waned over the decades in Uganda. It would change the mindset that learning only happens at schools and address the frustrations that schools have been having in having more parents be involved. It would address the complaint from parents about the school content being difficult to understand, for this is a play-based activity and what better way to learn than hopscotch through sounds and syllables as parents and their children learn new word formations. This would also enable much needed child-parent bonding.

Mimi and friends reading mats enable play-based learning of phonics and word formations that catapult into reading. The play creates enjoyment which reinforces learning. The positive learning environment increases learner-initiated learning (and instruction) through self blending and peer to peer support. This was observed during the pilot at the 3 schools that the young learners enjoyed themselves, were quick to explore and there was ease with peer to peer support. The teachers were also relaxed and excited that there was a play-based approach that could help them instruct better as well as observing which learner needed more support.

To the teacher, learner initiated learning reduced the stress and workload of the teacher , hence. higher inclination to offer support to the learner that also catapults into sustainability. Less teacher instruction facilitates more teacher observation, hence, the ability to conduct regular needs assessments based on which learner can or cant form and read certain combinations. This helps steer away from waiting for bunch examinations at the end of school terms and rather highlight meeting the reading needs of learners as at when they are observed through interaction with the Mimi reading mats.

1. To make early grade reading more pleasurable and learner-centered

We are keen to find out... Are the young learners enjoying themselves? Are they exploring diverse phonics and word formations? Are they able to comprehend between the right and wrong formations? Are they able to use those formed words into little sentences? Are they able to freely ask for help or inquire about certain preferences? Are they able to initiate learning? Are they able to support one another and learn from each other?

2. To facilitate effective and efficient teacher instruction.

We are be keen to find out...Is the teacher happier and more involved? Is the teacher able to give support to the learners as needed? Is the teacher inclined to enabling a positive learning environment for the student? IS the teacher able to conduct regular assessments? Are they able to integrate observed area needs into lesson plans? Are they able to address individual learner needs appropriately?

We are keen on pushing away from teacher-centered to learner-centered approaches in the classroom so that all learners can adequately have their reading needs addressed immediately rather than lumping them up or even discriminating against them through separating "quick learners" from "slow learners" into different class streams as is the norm in some schools in Uganda. Contrary to the intended rationale of the separation, they continue to be treated undeservedly and the "quick" learners are given more support, hence, struggling readers fall farther behind in all other academic areas.

We utilize behavioral technology in the bid to modify teacher's behavior into creating a conducive environment for young readers. It aims at producing effective teachers by modifying their behaviors into being positive, learner-centered, empathetic with young learners. Through observation techniques, they are able to assess learner progress or stagnation and meet each learner at their point of need.

With the young learners, there is reinforcement of exploration, self-blending and self-initiated play-based learning. Through teacher and peer motivation, they are psychological rewired to regard phonics as a stress-free pleasurable activity through which they learn to read.

In regards to off-site communication, we rely heavily on WhatsApp messaging and direct calls with the teachers to  offer reminders, inquire about challenges and ensuing remedies. 

It would be a delight to have guidance on how we can enhance our solutions with AI and explore the varied ways in which we can tailor them to be environment appropriate to the young learners in the Ugandan context.

Full time- 3 people 

Part time- 3 people

Volunteers- 5 people on standby

We have been working since 2016. Mimi and friends started off with one sole staff-myself- and has since grown on to accommodate 3 full time and 3 part time staff. We rely on volunteers because of our scope of work in schools which break off termly but we have 5 volunteers of standby and recruit others where needed. We have 3 partner Early childhood training institutes that are always keen to send us volunteers to get more skills on play-based learning, so we never have difficulty accessing appropriate volunteers.

Our team is made up of diverse passionate persons male, female, two child ambassadors (9 &12years) and youth. We are always on the look out for insight from elderly persons and were recently delighted to have  a one day reflective with  an elderly retired administrator who founded Castle Junior School found in Kazo. As an active member still offering ECD service twice weekly to learners aged 3-6years in the same school, we shared the differences and emerging trends that create gaps in the ECD education system. We also initiated partnership last year with two administrators under NUDIPU which is a disability-inclined NGO in Uganda to give us support in polishing our existing story books for visually impaired children. We are always delighted to have varied opinions on board!

We alternate between business models Fee-for-service and cross subsidy model. This is so because we charge wealthier schools higher and for every 5 wealthier schools catered to, we donate EGRs to 1 needy public school or carry out a community reading camp. These community camps often integrate reading books and tutorials, mentorship on child social protection themes and provision of an eat and drink for the community kids in attendance.

Our primary clients are foundational and primary schools to whom we offer products and services. Products include assorted story books, phonics instructional materials and videos. 

Depending on client needs and resources, our key activities are weekly Reading sessions, one-off or termly Teacher training workshops or our longer 8week mentorship program. This also gives us different revenue streams during school days and on break through conducting teacher refresher workshops

These activities take place at their schools. 

Often the fees are negotiated on the size of the school and the fee is dependent on the size of staff that will be needed to deliver the service.

Most of our revenue is from the 8week mentorship although there is increasing need for teacher refresher workshops through the holiday. Previous mini grants ($400) with two visiting experts were to enable us start up our first and second edition book publication and we still print and sell these books to schools. We are venturing out into other innovation such as the Mimi reading mats that we can sell to bring in more revenue. 

We intend to reopen our Kindergarten which was unfortunately closed during the Covid19 lockdown, and have two more branches in the coming years. The intention was to have it as a demonstration for play-based teaching as had been advised by a ministry official who was keen on having demonstrative instruction and a center to which other teachers can be sent.

There has also been requests for consultancy and service provision to teacher training institutions and this is an area that we would like to tap into.

As a social enterprise, we have had challenges with this area and received some support on how to tailor our products and services to make us more financially stable. Further guidance is needed because whereas there is a great need expressly acknowledged to improve reading outcomes, few schools are willing to pay the fees need for sustainable results.