Learning from home

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Learning from home: HIPPY (Home Instruction for Parentes and Preschool Youngsters)

Buenos Aires and La Matanza (Buenos Aires), Argentina, ArgentinaBuenos Aires and La Matanza (Buenos Aires), Argentina, Argentina
Year Founded:
Organization type: 
nonprofit/ngo/citizen sector
Project Stage:
$50,000 - $100,000
Project Summary
Elevator Pitch

Concise Summary: Help us pitch this solution! Provide an explanation within 3-4 short sentences.

The program supports parents of children aged 3 to 5 in social vulnerability to prepare their children at home for a successful school integration and socio cognitive development through games. Provides skills and confidence to be the primary educators of their children.

WHAT IF - Inspiration: Write one sentence that describes a way that your project dares to ask, "WHAT IF?"

What if the parents of socially vulnerable families to assist in breaking the cycle of intergenerational transmission of...
About Project

Problem: What problem is this project trying to address?

Low school performance and delayed socio-cognitive development of children from families in poverty and social vulnerability of CABA slums and its suburbs The parents of these children, mostly have low education levels, poverty, social isolation and lack of participation in the educational process of their children and weak ties with them and little community involvement.

Solution: What is the proposed solution? Please be specific!

Strengthen the capacity of parents to be involved in the education of their children through parent training, they receive from other parents in the role of tutors trained for this purpose. The work is supported by educational materials, storybooks and toys. The activities included in the educational materials were designed according to the developmental level of children, culturally appropriate to their context and organized so that parents spend 15-20 minutes per day to perform them with their children at home through game / learning. Tutors visit weekly the parents at home to train, using the technique of role-playing, the use of the materials delivered to them.
Impact: How does it Work

Example: Walk us through a specific example(s) of how this solution makes a difference; include its primary activities.

Parents, make educational activities through the game for 15 to 20 minutes a day at home with their children. For this they are trained by a mother / father tutor to visit 1 time per week and delivers educational materials, storybooks and games. The mothers / fathers tutors are trained weekly with the technique of Role-Playing by the Program Coordinator. Children achieve an adequate level of psychosocial development to their age and acquire specific learning such as words, letters, colors and shapes. Learning that are necessary for their adaptation to school and allow their school performance increases.

Impact: What is the impact of the work to date? Also describe the projected future impact for the coming years.

In relation to the participating children, 82% of participating children achieve expected parameters for their age in relation to psychomotor development, the scale of coordination, language and motor skills. Regarding tutors, strengthen their sense of responsibility, ability to organize, solve problems and exercise leadership. In relation to parents, develop other ways to bond with their children and provides them with the satisfaction that causes them to teach, becoming first teachers increasing their self-esteem. Through the program, a school success is achieved that without the program would be significantly reduced. Without the program parents would not be involved in the education of their children, establish weak ties with them and would not participate in the community where they live.

Spread Strategies: Moving forward, what are the main strategies for scaling impact?

It is considered that the program, which currently has an impact on the CBA and the Greater Buenos Aires, can be expanded and geographically replicated throughout the territory of Argentina and other Latin American countries. This program of socio cognitive development at home, could be framed as part of public policies to support early childhood in contexts of poverty, while early interactions and care the child receives at home are decisive factors for appropriate development. It is a cost / effective program is replicable with low economic investment.

Financial Sustainability Plan: What is this solution’s plan to ensure financial sustainability?

Aprendiendo en Casa, is financially supported in one hand, by grants from the Ministry of Social Development of the TWT and the contribution of foundations and on the other hand by own funds and genuine AMIA. Its sustainability is based on the institutional commitment to sustain the program even if it cannot get outside funding fact, which is reflected, in the three-year strategic planning and organizational goals.

Marketplace: Who else is addressing the problem outlined here? How does the proposed project differ from these approaches?

Aprendiendo en Casa is part of the HIPPY INTERNATIONAL Network currently developing similar projects in 9 countries. The Program for Argentina is unique in Latin America and has been adapted in form, content and language to the national context preserving the principles and basic methodology of the international network. Most of the programs of early childhood development in the country are located in Child Development Centers while this one is done at home complementing the actions of formal and institutionalized education.

Founding Story

The program was established in Jerusalem in 1969 and then developed in 9 countries. In 2009 begins in Argentina by AMIA, as a pilot project with 40 families served by the Social Service of this organization. Were trained to 4 mothers to fulfill the role of mentors. In 2010 coverage was extended to 2 districts of the City of Buenos Aires with high levels of poverty and vulnerability, 40 families and 5 tutors were incorporated. In 2011 the coverage was extended, 74 families and 9 mentors joined. In 2012, 120 families participated and 14 tutors. In 2013, 145 families participated and 14 tutors. In 2014, 40 families and 4 tutors joined in partnership with Foundation Navarro Viola expanding coverage to Buenos Aires.


National Director role: institutional relations; General Coordinator role: technical coordination; Technical Assistant role: operational management; Coordinator based, role: monitoring and community liaison tutors, 14 mentors, role: parent training. Dedication of team members: Part Time. The team combines technical profiles with leadership skills as potential educators and members of the community.
About You
About You
First Name


Last Name


About Your Project
Organization Name
How long has your organization been operating?

Please select

Organization Country

, Buenos Aires and La Matanza (Buenos Aires), Argentina

Country where this project is creating social impact

, Buenos Aires and La Matanza (Buenos Aires), Argentina

What awards or honors has the project received?
Funding: How is your project financial supported?

Foundations, NGOs, Regional government.

Primary Target Age Group

3 - 5.

Your role in Education

Coach, Counselor, Other.

Please specify which of the following best applies:

I am applying on behalf of a particular program or initiative.

The type of school(s) your solution is affiliated with (if applicable)

Home-School, Other.

Intervention Focus

Childcare, Community, Parenting.

Does your project utilize any of the innovative design principles below?

Equip Adults to Drive Change in Learning: Providing creative learning experiences for teachers, parents, working professions and others that empowers them to drive change in any part of the learning ecosystem.

Is your project targeted at solving any of the following key barriers?

Lack of structures to facilitate meaningful community ownership in learning process: It is challenging to ensure parents and the broader community are involved as full co-owners in the learning process.


To expand the coverage of the program to children 6 years of age who attend the first grade of elementary school.


Educational materials designed specifically for the program. Set 30 booklets for children 3, 4 and 5 years old.

What key learning outcomes does your work seek to improve?

Improving school performance and socio-cognitive development of children 3 to 5 years in social vulnerability through play activities / learning undertaken at home with their parents. Involve parents in the processes of development and learning of children by strengthening their self-esteem and skills as the primary educators of their children. Strengthen the bonds between parents and children and strengthen community participation of families. Expand community participation of parents / tutors, improve their self-esteem and increase their employability.

Secondary Form
PROGRAM DESIGN CLARITY: We are hungry to know more about what exactly your model consists of. Please succinctly list a) what main activities are you doing with your beneficiaries, b) where you carry out the activities? c) how often? d) for how many hours? e) who delivers the services? and f) any other brief details

Tutors receive training from the coordinator 2 hours per week on gaming/Learning activities from the booklets that are used to guide mothers in a home visit of one hour per week, so they can use them with their children. The mothers spend 15 minutes a day to do activities with their sons / daughters. Additionally the mothers will meet once a month to address topics of interest in relation to parenting.

INSPIRATION: What do you consider the most important trends or evidence that inspire you to believe the world is ready to Re-imagine Learning? Please elaborate.

Currently an awareness from the governments is being observed in the value of education as an instrument of both social and cultural transformation. This is evidenced from the increase in national education budgets and investment in training projects and transformation of educational programs. Thus, it seeks to meet the growing and diverse population that currently access the different educational levels and the need to generate projects that take into account the active nature of children in their learning processes.

LEARNING THROUGH PLAY: What does “learning through play” mean to you and why it is a must-have, instead of a nice to have?

The game is an inalienable right of all children. A child who plays grows up healthy. The child learns through games as it is the source of social emotional and cognitive development. Playing, children contact with their own emotions and those of others, learn to interact and make decisions. Play stimulates creativity, imagination allows children to discover their abilities and limitations, tastes and preferences, learn to take turns, to exchange roles and respect agreements. Contribute your opinion and social constitution.

SUSTAINABILITY: Please list a quick breakdown of your funding, indicating the percentage that comes from each source.

Funding sources are an NGO, the Navarro Viola Foundation contributes 34% of the budget, a private sector organization, the National Bank Foundation ($ 6), a governmental organization, TWT (33%) and AMIA, nonprofit organization that develops the project contributes 27% ...

MODEL: How does your mission relate to your business model (i.e. Non-profit, for-profit or hybrid)?

AMIA is dedicated to promoting wellness and individual, family and institutional development of Jewish life in Argentina and the whole society. Is a non-profit NGO that promotes the development of targeted social programs to the population vulnerable. Aprendiendo en Casa it is part of this guiding principle to target the development of children and enhancing the educational role of parents.

FUNDING PRIORITIES: If your organization were given $20K in unrestricted funding today, how would you use it? Why?

More educational materials adapted to the context and culture of the country, including the booklets and toys and books that mothers’ use with children would be developed. This would provide the appropriate inputs that can be used even when the number of families increases.

PARTNERSHIPS: Tell us about your partnerships that enhance your approach.

Partnerships were established with funding organizations representing all sectors of society: public, private and civil society. The contributions of these are not just economic. each has a unique perspective and expertise that represents the diversity of conceptions of education and learning.

COLLABORATIONS: Have you considered or initiated partnerships with any of the other Challenge Pacesetters? If so, please share.

Although not all projects had been reviewed, some of them provided lessons learned that are applicable to our project. It is our goal to contact those who’s subject or methodology is similar to ours to explore options for collaboration and exchange.

VISION: If you had unlimited funding, and you could fast forward 15 years to when your program has been able to achieve wild success - what will it have achieved?

Success would expand coverage to all vulnerable families with children 3-5 years of the country. These children would improve their school performance by avoiding frequent school failure in this population group, the link between parents and children strengthen and achieve greater involvement of parents in the learning process of their children. This would assist in breaking the cycle of intergenerational transmission of poverty

IMPACT - KEY METRICS: Please list the key data points that you would cite as evidence that you are able to achieve lasting learning outcomes. Please also share one data point for which you most hope to see better results over time

The major impacts would be measured through the school performance of children participating in the project in the medium and long term. Indicators of their creative capacity and establishing positive social relationships were also assessed. The parents will relay the details identifying improving their skills as first teachers of their children and strengthening the link with them.

IMPACT - REPORTING SAMPLE: Please attach any examples of your impact reporting. [optional]:
RESEARCH AND EVIDENCE: Please link or attach any research or evidence resource you are open to sharing more widely [optional]. Building research and evidence is a key aim of this initiative, and the resources you share may be chosen for listing in the Center for Education Innovations library:
SOURCE: If applicable - who created the research or evidence you are choosing to share? :
IMPACT - REACH: How many people did your project directly engage in programmatic activities in the last year?

0 to 500

STUDY: Has an external evaluation or study been conducted of your organization?


Other (please specify)
Number of Employees:


Number of Volunteers:

Fewer than 10

APPROACHES: Given the complexity of play, it is not surprising that there have been numerous research attempts to categorize the different types and approaches! Please indicate which of the following your project focuses on.

Physical Play, Play with Objects, Pretence/ Socio-Dramatic Play, Games with Rules, Creating a Supportive Socio-Emotional Environment, Providing a Range of Opportunities (providing the equipment and materials needed for various types of play), Adults Participating (Ensuring adults are able to play alongside children).

Other (please specify)
AFFILIATION: Please specify if your organization has any existing affiliations with the LEGO Group.