Build Child Friendly Spaces with Jeepneed

8/13/2019 Build Child Friendly Spaces with Jeepneed

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Akay namay Kulay

A guide for expressive activities in schools or temporary

classrooms at a time of need

A summary of resources and a starter compilation of teachers contributions

Our Goal: Build enough age appropriate activities for a month.

To finish this task we need contributing teachers, translators and artists.Volunteer at [email protected]


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Create a Child Friendly Space

What Is a Child Friendly Space?A child friendly space:! Allows children to express their feelings, socialize, and play

which reduces stress and develops a sense of returning to

normal.

! Provides structure and routines for the youth at a time withlimited resources.

! Can serve as a day care while parents are busy withreconstruction.

! Is a channel for relief and recovery services for children likefeeding programs, psychosocial support and medical care.

General guide is a summary of:

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Lesson Plan contributions have been made by Victoria Ann Sandiego


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Activities b Develo mental Sta e

1. Identify Space

The Child Centered Space can be in a tent, a cleared out abandoned building, under a tree, ina gym or a temporary classroom. Below are guide questions to identify the space.

Does the community agree that this is a necessary space for children?

Can children easily reach this space?

Can facilitators easily reach this space?

Is it safe and clean?

Is there space for children to move and play games?

Are food and water nearby?What do we do if a child gets hurt or comes in sick?

Do we have an agreement with the owner of the space on how long and for what it will be

used for?

2. Find FacilitatorsA facilitator is a trusted person who has experience with groups of young people and can

manage a large group of children. This can be a parent, an older teenager, teacher or avolunteer. They must have the students respect and have their well being in mind at all times.

Do we have enough facilitators that can speak the students Mother Tongue? If not,

facilitators may have to find students or parents who can help translate to other students.

Are there willing volunteers?

Are we able to find enough facilitators for necessary times? What should we do to adjust to

their availability?

Do we have enough facilitators per age group? If not, should we decrease the number ofstudents by focusing on an age group?


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Let Children Draw

Let Children Tell Stories

The facilitator can start the story by asking the children to name a place and two animals. The

children then completethe story by taking turns, each telling a sentence until the story is

complete.

Activities to do with Students

DOallow children to draw what they want and express themselves in a non-judgmental andfriendly atmosphere.

DO NOTjudge or grade drawings.

Children can also create drawings ingroups of two or more. They can agree on a picture

or theme and work cooperatively to make the drawing. After the children have finished

the drawing,you can ask if they would like to say what their drawing is about.

Let drawings be expressive when it is what the child wants to draw, not what he or she is

told todraw. Drawing can build feelings of pride and accomplishment, and help to

communicate past experiences and feelings.

Let children tell their own stories in small groups(of about 4-6 children),.


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Let Children ActDrama is a medium of transmitting painful or feared messages and works wellin a groupsetting.

Children ages 6-12After listening to a story, have the children taketurns acting out the various characters

including people, animalsand even non-living objects. The audience sits in a circle andthe

performers act out the story inside the circle as one child tellsthe story. After the story, the

children in the audience can ask questionsabout the story.

Youth, ages 13 and older

Create a drama about an issue that is relevant to them. They can perform it for the younger

children and/or the community. Older participants can also organize drama activities for

oun er children.

Let Children Play

Socializing with other children can help build self-esteem by mastering new skills. Playing is oneway for children to gain a sense of control over difficult experiences related to the emergency.

Play allows children to relax and have fun.

Let children come together in a group to develop a story, organize roles, and perform for

one another or a larger audience.

Activities to do with Students


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Activities by Developmental Stage

Children 4-5 Years OldYoung preschool children may be very frightened by the events they have witnessedduring an emergency. They must be helped to understand what has happened and to

manage their fears.

GUIDELINES

! Allow children to attend with their caregivers.! Let children express their fears through play and stories.! Reassure children that they are cared for and loved.! Manage your own personal distress.! Provide a calm, safe, and predictable environment.

SAMPLE ACTIVITIES

Telling stories to the children Singing songs Clapping games Rhythm games with simple instruments like sticks and bells Group circle games Free drawing Learning numbers, letters, and colors Simple puzzles Free play


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School-Age Children (7-12 years)Children in this age group need to reestablish a predictable routine. Activities should

provide opportunities for emotional and also incorporate non-formal education. This

helps create normalcy and build important life skills suchas cooperation.

GUIDELINES

! Post the daily activities for the week at childrens eye level.! Post the rules of behavior and make sure children know them! Provide opportunities for children to discuss their feelings and fears,! Provide reassurance that they are important, cared for and protected.! Play structured games and sports so that children have a chance to have fun in ways

that are safe

! Help children participate in positive solutions to community problemsSAMPLE ACTIVITIES

Literacy and numeracy skills Sports Group games Free drawing Storytelling Drama Art activities (using clay, mask making) Music


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Youth Ages 13-18Youth are learning and defining their roles and responsibilities and planning for theirfuture. They are able to realize the effects of a disaster on their future. Teenagers are also

able to plan, make decisions and organize.

GUIDELINES! Make sure that youth have their own time for meaningful activities.! Invite youth to: help organize activities for younger children, take on responsibilities

in the community for projects and develop and perform dramas for the community on

relevant issues.

! Consider facilitating literacy courses and life skills workshops about communicationand cooperation

! Provide time to discuss issues with other that can help them process theirexperiences.

YOUTH SHOULD BE

! Treated in a respectful manner! Safe from exploitation! Free to speak their minds! Able to feel useful

SAMPLE ACTIVITIES FOR YOUTH AGES 13-18Use drama, song and dance to spread health and safety messages

Hold meetings to find ways to solve community problems

Create sports teams, dance and drama clubs

Find age-appropriate ways to earn money


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Child Friendly Space

Da 1 Activities: Create a Safe S ace

Checklist of tasks in a Temporary Class SettingRegister facilitators who will take down name, gender and age of

children. Also note visible vulnerabilities that may have to be

addressed through another intervention: such as sickness, severe

malnutrition and extreme withdrawal.

Group children by age and organize into groups of 50for two

facilitators. Suggested age groups: 3-5, 68, 912, 1318.Conduct activities below.

Discuss any intervention for vulnerable students and student

participation at the end of the day.

Prepare for next days activities (no more than 45 minutes).

FACILITATORS CHECK LISTOur space is clean and safe.

We have enough space for everyone.

Other facilitators are on the way.

I am familiar with the flow of activities.


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Da 1 Activities

1. Facilitated Free Play: Throwing Smiles

1. Ask everyone to have a serious face.

2. Explain the rules of the game:

No talking or smiling until the smile is wiped off of someones face and thrown atyou. When you catch a smile, introduce yourself (while smiling), then make the

wiping motion across your mouth and wipe the smile off your face. Hold it in your

hand, then throw it at another participant.

4. Start by smiling and introducing yourself, then throwing the smile at one participant.

5. The game continues until everyone has a chance to introduce themselves.

*If everyone in the activity area knows each other, you may choose to skip Throwing Smiles

and go on to anchoring after you discuss the rules and expectations.

Outcomes: Make the participants comfortable in a new environment. Allowing time

for free play provides a smooth transition into entering the activity area. It also serves

as a grace period for participants who arrive late.


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Da 1 Activities

Explain that as we breathe, our lungs tell our heart to slow the beating so that the lungs

can work better. Also explain that every time they feel scared, angry, nervous, worried, or

tense, they can do Calm Breathing to lessen the anxiety.

Outcomes: Increase focus. Transition from free play to calming down. In time,

Calm Breathing will become Deep Breathing, which is a relaxation technique thatwill increase calm and presence of mind.

2. Anchoring: Calm Breathing

1. Take a slow breath through the nose. Breathe into the belly so that the stomachexpands like a balloon as you take in air. Count to 4 seconds.

2. Hold your breath for 2 seconds.

3. Exhale slowly through the mouth, about 4 seconds.

4. Wait 5 seconds, and then repeat the cycle.

! It is important that there is waiting time between exhaling and inhaling, toregulate the amount of oxygen intake and to prevent fainting. Younger

students can count out loud at first then count quietly.

5. Repeat 5 8 times.

*Use this technique until the children become familiar with it, perhaps for a week or

two weeks, before starting variations.


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Da 1 Activities

3. Main Activity: Story Circle

Sit in a circle. Explain that we will write a story together. One person will start and each

person will add a new part to the story that is connected to what the last person said. We will

accept anything anyone adds to the story and respect each other by listening withoutinterrupting.

It is important that all participants are accepted as they are.

All contributions to the story must be accepted.

In large groups, step in every so often to restate or recap the story so far. Limit the

contributions to 1 to 2 sentences.

In small groups, the story may go two or more rounds before an ending is reached.In the 3 5 year old age group, lead the story by asking questions or asking for descriptions.

Outcomes: Encourage self-expression and building on the ideas of others. Develop skills to

communicate thoughts. Show participants they are in a safe place where they will be heard

without being judged.

Start the story with, One morning ______(name of character) woke up and

The participant to your left continues the story then stops and looks to the next

participant on their left.Continue the story until all have participated and the last person is told to give the

stor a ha endin .


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Da 1 Activities

4. Closing: Circle of Gifts

Start by thanking everyone for participating and introduce the game by saying, Its time to

give each other gifts.

1. Explain that the gifts we will be giving each other will come from our minds and hearts, and

not from the store.

2. Start by miming using the gift. For example, if it is a biscuit, pretend to open the package,pull out a biscuit, and take a bite.

3. Give the invisible gift to a participant, who must also use the gift, and mime a thank you, by

nodding, or giving a slight bow.

4. The participant then gives another participant a gift. Repeat until everyone has received

something.

5. Close by saying see you next time or applauding everyones participation.

Outcomes: Teach participants that gifts also come in the form of intentions. Create aspace that encourages students to be expressive. Build an atmosphere of gratitude.


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Da 2 Activities: Routine and Ritual

Include the following routines for short periods

throughout the day.

Brainstorm:In groups, ask children for ideas of an

activity to include in the daily schedule.

Group Sharing:Bring the children together as a large

group. Select a child from each group to present their

groups ideas for activities to the larger group.

Fact Sharing:Facilitators provide information on food,

health and other organizationalissues.

Preparation:Choose Student Helpers that are rotated

each day to help facilitators prepare the space for the

next class.

Reminders1. Do not hurry or rush

activities

2. Accept the participants

exactly as they are.

Develop a friendly

relationship. Do not judge,

criticize, or tease students.

3. Treat everyone equally,

avoid showing favoritism,

even if you are a parent

and your own children are

participants.

4. Encourage discussion by

asking questions and

follow up questions. Allow

students to develop their

own voice. Do not speak

for students

5. Be sympathetic, but

remain professional.

Answer questions

objectively.PARTS1. Welcoming

2. Facilitated Free Play


4. Main Activity: Story Circle, with actions5. Closing: Circle of Gifts


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1.Welcoming

Welcome the children into the activity area by shaking hands. Asmile and a Good mornin /afternoon ________(insert name of

2. Facilitated Free Play

Encourage them to play ideally something with movement thatthey have played before, like habulan. Play along with them.

Outcomes: Make them feel welcomed to put them at ease.

Da 2 Activities

Outcomes: Help the session gain momentum and get them morecomfortable with each other.


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Explain that as we breathe, our lungs tell our heart to slow the beating so

that the lungs can work better. Also explain that every time they feel

scared, angry, nervous, worried, or tense, they can do Calm Breathing to

lessen the anxiety.

Da 2 Activities

Outcomes: Increase focus. Transition from free play to calming down. Intime, Calm Breathing will become Deep Breathing, which is a relaxation

technique that will increase calm and presence of mind.


1. Take a slow breath through the nose. Breathe into the belly so that the stomach expands like a

balloon as you take in air. Count to 4 seconds.


3. Exhale slowly through the mouth, about 4 seconds.

4. Wait 5 seconds, and then repeat the cycle.

! It is important that there is waiting time between exhaling and inhaling, to regulate theamount of oxygen intake and to prevent fainting. Younger students can count out loud at

first then count quietly.


*Use this technique until the children become familiar with it, perhaps for a week or two weeks,

before you get started on variations.


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This is a variation of the Story Circle from Day 1. Participants will st n in a circle.

Outcomes: Encourage self-expression. Lessen the fear of being judged. Increase thecapability to address their issues.

Day 2 Activities

4. Main Activity: Story Circle, with actions

1. Start with your sentence, but instead of merely saying it, act it out using body movements

and facial expressions.

! One morning, ______ (insert name of character) woke up and felt _________ (insert feelingword, like happy orsad) because

2. Stop at because and have the participant continue the story with the reason for the

feeling. Then add to the story.

! Ask a question, if you must, such as, what will ______ (character) do today?3. The story continues until all have participated. Allow the last participant to contribute any

ending.

! Every so often ask a participant how the character feels.! At the end of the story, ask each participant how they feel about the story.

4. Take note of the different feelings, and explain that it is normal for people to have different

sorts of feelings. Provide an example of one of your experiences, and tell them about the

different things you felt throughout.

In large groups, the facilitator may have to step in every so often, to restate or recap the

story so far.


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Day 3 Activities

Reminders1. Do not hurry or rush activities2. Accept the participants exactly as they are. Develop a friendly relationship. Do not judge, criticize, or

tease students.

3. Treat everyone equally, avoid showing favoritism, even if you are a parent and your own children are

participants.

4. Encourage discussion by asking questions and follow up questions. Allow students to develop their

own voice. Do not speak for students

5. Be sympathetic, but remain professional. Answer questions objectively.

WELCOMINGImmediate outcome: To put the child at

ease and make them feel acknowledged.Welcome the children into the activity area by

shaking hands as they enter or arrive. A smileand a Good morning/afternoon ________(insert

name of child) will be enough.

It would also help at this point to compliment the

child or ask about their week.

Long-term outcome: Regularly greeting

and complimenting participants

acknowledge their individuality, and

makes them feel special. With time, this

will help increase self-confidence


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FACILITATED FREE PLAY

Snake Tag or H a b u l a n h a sChoose a one of the older children to be itor taya.

As the ittags another child, the one tagged will

hold one hand of the it, as he becomes part of the

snake. They now work together to tag other

children. Each child that gets tagged becomespart of the snake. The game finishes when all the

participants form one big snake.

NOTE To prevent unnecessary roughness andinjuries, encourage the children to take care of

each other. Any part of the snake that falls or gets

accidentally injured is detached from the snake

and is considered untagged. Children who areinjured in the tagging process are also considered

untagged. This rule encourages the children totake precaution when tagging.

Immediate outcome: Introduce the idea ofworking together.

Long-term outcome: Helps build trust,

especially in terms of working together inthe healing process.


Day 3 Activities


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Child Friendly SpaceDay 3 Activities

ANCHORING: CALM BREATHING

Before you start this activity, allow the children to

get a drink of water.

1. Take a slow breath through the nose. Breathe

into the belly so that the stomach expands like a

balloon as you take in air. Count to 4 seconds.


3. Exhale slowly through the mouth, about 4

seconds.4. Wait 5 seconds, and then repeat the cycle.

! It is important that there is waiting timebetween exhaling and inhaling, to regulate

the amount of oxygen intake and to prevent

fainting. Younger students can count out

loud at first then count quietly.


6. Take a short break. This will give you time toprepare the space for the next activity.

Immediate outcome: Reduce the rush of

the previous physical activity; and help

the transition between activities.


especially in terms of working together inthe healing process.

Remind everyone that they can use this

breathing technique to calm themselves

every time they feel scared, angry,

nervous, worried, or tense.


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Day 3 Activities

MAIN ACTIVITY: Obstacle Course

Materials:

! Blindfolds for half of the participants! Found objects: boxes, chairs, etc. Place

them on the ground, evenly spaced, like a

grid.

1. Have all the participants stand on one side ofthe obstacle course. Explain that for this activity,

and older child will be partnered with a younger

child.

2. Distribute the blindfolds and have the older

child put the blindfold on the younger one.

3. Explain that the seeing child will lead the

blind one throu h the obstacle course.

Immediate outcome: Encouragesparticipants to be responsible for eachother.


especially in terms of working together in

the healing process.

For this activity, pair younger children

with older ones.


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MAIN ACTIVITY: Obstacle Course


Da 3 Activities

4. Each pair will weave through the course; from

an assigned starting point (one side of the grid) to

the finishing point (the opposite side of the grid).

5. If somebody trips, or bumps into an obstacle,

the pair has to go to the end of the line and wait

for their turn to start over.

6. Start with one pair, and as soon as they are asafe distance from the starting point, a second

pair may continue.

7. This goes on until the last pair has successfully

gone through the obstacle course.

If the play space is wide enough, two to three

pairs may start at the same time. If the group

consists of mostly older kids (ages 9 and above),the obstacles may be placed more randomly, and

farther apart. If there are safe structures in the

area, you may incorporate these into the obstaclecourse.

Start

Finish


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Day 3 Activities

CLOSING: CIRCLE OF GRATITUDE

After all the pairs have gone through the obstacle

course, ask everyone to help clear the area to

prepare for the next activity. Thank them for

helping.

Once the area is clear, take a water break, if

necessary.(If the children to calm down more, you may do the

calm breathing exercise).

1. Everyone will sit in a circle. Point out how the

participants took care of each other during the

obstacle course and habulan ahas; point out specific

examples (which you observed) if necessary.

Explain that we are all here to take care of each

other.

2. Proceed to say that instead of giving each other

gifts, they will give each other Thank Yous.

3. Start by thanking one particular child. Be

specific. For example, Thank you for helping me

clear the obstacles.

4. The child then goes to someone else to thank

Immediate outcome: The session

ends on a feel-good note. This is

also a reinforcement of the power ofgratitude.

Long-term outcome: In time, this

activity is meant to instill a morepositive mindset.

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Build Child Friendly Spaces with Jeepneed