Child-Friendly Hygiene and Sanitation Facilities in Schools

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Ten points towards child-friendly hygiene and sanitation facilities in schools Child-friendly hygiene and sanitation facilities in schools… 1. Are 'interactive' spaces that stimulate children's learning and development. 2. Are designed with involvement of children, teachers, parents and communities. 3. Provide lowest-cost solutions with no compromise on quality. 4. Have operation and maintenance plans. 5. Have appropriate dimensions and features for children. 6. Address the special gender-related needs and roles. 7. Do not harm the environment. 8. Encourage hygienic behaviour. 9. Offer enough capacity and minimal waiting time. 10. Have well-considered locations. 9
CHILD-FRIENDLY HYGIENE AND SANITATION-FACILITIES IN SCHOOLS... 1. Are 'interactive' spaces that stimulate children's learning and development. Learning and development can best be stimulated interactively. When this is done in a stimulating, playful manner, children will be eager to put their new knowledge and skills into practice. Particularly in a school environment, the hygiene and sanitation facilities can provide the opportunity for this interaction and are a potential extension of the learning environment. This makes them a powerful tool for hygiene education. How facilities can stimulate interactive learning and development Children are stimulated by their surroundings in various ways. Besides visual perception, this also occurs through sharing spaces with others, being responsible for cleaning them, etc. The different means of stimulation can be categorised into the following types of development: • Environmental development: Children receive information from the environment by seeing, smelling, hearing and touching and they use this information in their intellectual development. Spaces they encounter, including hygiene and sanitation facilities, can provide a range of positive and negative experiences related to colours, smells, shapes and sounds. • Social development: The layout of spaces and the way they are used can encourage contact with others or offer seclusion. This is relevant for hygiene and sanitation facilities because they require both privacy and sharing with others. • Creative development: Children's creativity can be stimulated by giving them the opportunity to make the spaces their own and letting them adapt them to better suit their needs. Children could decorate walls or solve functional problems themselves, which will encourage creative thinking. • Physiological development: The use of hygiene and sanitation facilities can help to develop necessary motor skills in young children, such as fine-tuning of the physical movements. Using these facilities requires large motor skills (climbing stairs, etc.) as well as fine motor skills (opening taps, etc.). Appropriate designs for each age group Effective hygiene education for children is not only about teaching children facts about health risks and bad hygiene practices. It also should focus on learning and developing essential life skills that will help the child to make decisions and manage its own life. Effective hygiene education can reinforce positive attitudes and behaviour and reduce or prevent risks. Life skills include social skills (for interpersonal contact and building self-awareness), analytical skills (for understanding societal aspects and decision making) and skills for coping with stress. 10
Page 1 and 2: Child-Friendly Hygiene and Sanitati
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Page 6 and 7: Tabel of Contens Acknowledgments Wh
Page 8 and 9: What you will find in this booklet
Page 12 and 13: ARE ‘INTERACTIVE’ SPACES THAT S
Page 14 and 15: ARE ‘INTERACTIVE’ SPACES THAT S
Page 16 and 17: ARE DESIGNED WITH INVOLVEMENT OF CH
Page 18 and 19: PROVIDE LOWEST-COST SOLUTIONS WITH
Page 20 and 21: HAVE APPROPRIATE DIMENSIONS AND FEA
Page 22 and 23: HAVE APPROPRIATE DIMENSIONS AND FEA
Page 24 and 25: ADDRESS THE SPECIAL GENDER-RELATED
Page 26 and 27: the soil, or stored underground in
Page 28 and 29: DO NOT HARM THE ENVIRONMENT 27
Page 30 and 31: ENCOURAGE HYGIENIC BEHAVIOUR Anal c
Page 32 and 33: 9. Offer enough capacity and minima
Page 34 and 35: CHOOSE WELL CONSIDERED LOCATIONS a
Page 36 and 37: REFERENCES UNICEF Guideline Series.
Page 38 and 39: ANNEX 1 Empowering all stakeholders
Page 40 and 41: ANNEX 1 Organising and designing th
Page 42 and 43: Annex 2: Sample set-up for the deve
Page 44 and 45: ANNEX 2 43
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Child-Friendly Hygiene and Sanitation Facilities in Schools

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