Many early learning programmes currently in use have been based on Western models and implemented in industrialized countries, with little validation that they will be similarly effective in the developing world. In developing countries, Child-to-Child is a promising approach to providing cost-effective and efficient interventions in early childhood development (ECD), especially for more marginalized or deprived populations.

The Child-to-Child approach is based on two assumptions. The first recognizes that in addition to their primary caregivers, young children are strongly influenced by other children – typically older siblings, playmates or minders they interact with daily. Second, by involving older primary school students, education systems can build on this phenomenon to systematically influence school readiness and on-time entry. In this way, establishing a rhythm of schooling at home through older siblings will facilitate a smooth transition to school.

In the innovative approach to school readiness proposed by UNICEF, older primary school children are encouraged to help preschool children develop early learning competencies and start school at the right age. This initiative builds on a successful and well-known precedent in the development and implementation of Child-to-Child programmes.

Child-to-Child is best known as a model developed by the