While their mothers work, garment workers' children learn to code
Through interactive activities, children learn programming logic, conditions, and how different instructions work together. They then apply these concepts to develop simple games in which characters move and perform actions on screen
For women working in Bangladesh's readymade garment (RMG) sector, earning minimum wages while living in densely populated urban settlements results in the double burden of paid employment and unpaid care work.
And for these working mothers, there is little choice but to send their children to their home districts to be raised by grandparents or other relatives.
What can help ease this burden is access to safe, quality daycare to provide children with the care and early stimulation they need. The first five years of life are particularly important for brain development, making nurturing environments and age-appropriate learning essential to a child's growth.
Samin Yaser Ayon, STEM coordinator for the SCOPE programme, believes children should learn to use technology creatively rather than remain passive consumers. "We are raising a generation of children who are increasingly attached to mobile phones and games. We wanted to use this interest positively. Instead of simply downloading and playing a game, what if a child could create a game of their own?" he explains.
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Funded by the renowned fashion brand MANGO, and Save the Children Spain, Breaking the Silence (BTS) is implementing the Strengthening Children of RMG Workers' Protection and Education Rights (SCOPE) project in Dhaka's Mirpur and Savar areas, addressing these very needs for mothers working in the apparel sector.
The initiative aims to strengthen child protection and education while creating a supportive environment at family, community, and industry levels.
Beyond protection and childcare, SCOPE focuses on improving children's age-appropriate development and learning outcomes, creating opportunities for them to build skills from early childhood through adolescence.
Building a stronger foundation for every child
Through SCOPE, children aged 2–5 receive Early Childhood Care and Development (ECCD) and early stimulation services at daycare centres.
Daycare staff receive basic and refresher training to strengthen their caregiving practices, while monthly meetings with parents and caregivers provide opportunities to discuss children's progress and developmental needs.
For school-going children, the project offers additional learning opportunities.
Adolescents in grades 6–9 participate in community-based sessions exploring science, technology, engineering, and mathematics (STEM).
Students experiencing learning difficulties also receive after-school remedial support and educational materials to help address learning gaps and strengthen academic performance.
The programme is also building connections with national and international youth platforms, including mathematics and science Olympiads, to expand children's opportunities for learning and participation.
Learning to code through play
In a world increasingly shaped by technology, STEM education can help children develop the creativity and problem-solving skills they need for the future.
Samin Yaser Ayon, STEM coordinator for the programme, believes children should learn to use technology creatively rather than remain passive consumers.
"We are raising a generation of children who are increasingly attached to mobile phones and games. We wanted to use this interest positively. Instead of simply downloading and playing a game, what if a child could create a game of their own?" he explains.
The programme follows a 12-session curriculum that introduces children to coding, electronics, and practical applications of technology.
The first six sessions focus on basic coding using PictoBlox, a visual programming platform that allows children to create programmes by dragging and dropping coding blocks instead of writing complex lines of code.
Through interactive activities, children learn programming logic, conditions, and how different instructions work together. They then apply these concepts to develop simple games in which characters move and perform actions on screen.
"Children do not need to write complicated lines of code. They can simply drag and drop coding blocks. Gradually, they learn how programming works and use what they learn to develop a basic game of their own," says Samin.
By learning through play, children gain an introduction to programming while developing logical thinking, creativity, and confidence in their ability to create something independently.
From coding to hands-on electronics
Building on their coding skills, children move on to electronics and Arduino-based projects, exploring how robots work and how sensors respond to their surroundings.
Through practical experiments, they learn to connect programming concepts with real-world applications. For example, a light sensor can be used to develop a system that automatically switches lights on at night and off in the morning.
Children also explore how an ultrasonic sensor measures distance and how that information can be used to develop practical solutions, such as a home security system that detects changes near an entrance.
"They are not simply learning what a sensor is or how Arduino works. They are learning to apply that knowledge to design their own solutions," Samin explains.
These activities encourage children to move beyond theoretical knowledge and experiment with technology to solve everyday problems.
Making mathematics meaningful through technology
The STEM programme also helps children connect classroom mathematics with practical applications through tablets and PictoBlox.
When children create games, they learn how characters move across a two-dimensional screen. By changing a character's position, they can see how its X- and Y-coordinates determine movement along the horizontal and vertical axes.
Samin believes these activities help answer a question many students have when studying mathematics: how are the concepts they learn in textbooks used in real life?
"Instead of learning about the X-axis and Y-axis only from a mathematics textbook, children can see how these concepts are actually used to control movement within a game," he explains.
By connecting mathematical concepts with interactive activities, the programme makes abstract ideas easier to understand and encourages children to explore how different subjects work together.
Helping every child complete the learning journey
The 12-session STEM programme is designed to help children gradually develop their knowledge and practical skills. Recognising that illness and other challenges can affect attendance, the team arranges makeup sessions after the regular programme ends and contacts children who have missed classes.
This flexible approach gives participants opportunities to catch up and continue learning rather than miss out because of circumstances beyond their control.
The programme also seeks to bridge the gap between textbook knowledge and practical understanding through hands-on science experiments.
At the end of each session, BTS conducts a science experiment to help children observe scientific principles in action. One example involves making a rocket using a balloon to demonstrate the principles behind Newton's laws of motion.
"Many students learn Newton's laws in school, but their understanding often remains limited to memorising them from textbooks. Through experiments, children can see how these principles work in real life," says Samin.
Such activities make science more engaging and encourage children to question, experiment, and learn through observation.
Turning classroom lessons into innovation
Despite budget constraints, the programme is creating opportunities for children to continue exploring technology beyond regular sessions. Equipment is kept at schools so students can practise independently, with designated teachers providing guidance and support.
This approach is already encouraging students to turn what they learn into practical projects.
At a sub-district science fair, two students from Pallabi Bidyaniketan School demonstrated their understanding of sensors by independently developing a prototype laser security system. Designed to trigger an alarm when someone crossed a laser beam at an entrance, the project showcased their creativity, technical knowledge, and problem-solving abilities.
Although the students did not advance to the district-level round, their achievement highlighted the potential of hands-on STEM education to build confidence and encourage independent innovation.
"What is truly worth appreciating is their enthusiasm and the confidence they had to take the project this far. They learned some basic concepts in our STEM classes and then independently developed a laser security system for the competition," Samin reflects.
