Starting Up Child Centered Spaces in Emergencies: A Field Manual

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Annex 10List of Additional Training ResourcesTraining Protection Topic Child CommentsModule/GuidelinesProtectionContextAction for the Rights of Children Child focused, all Emergency Specific modules may be(ARC) training modules sectors, general & General taken out and used sepa-(icva.ch/doc00000773.html)rately. Includes participatorywork with children andyouth, separated children.Reach Out Protection training Children, Women, Refugee Specific modules may bemodule General context taken out and used sepa-(icva.ch/doc00001528.html) protection ratelyGrowing the Sheltering Tree: General IDP context May be used as referenceProtecting Rights Through protection only and pieces may be takenHumanitarian Actionout and used to explain(icva.ch/gstree.pdf)some human rightsconceptsInteragency Standing IDPs protection IDP, internal Guidelines and trainingCommittee Training Modules topics and conflicts modules for working onon Internally Displaced Persons application. protection issues within(www.hrea.org)countries108
Annex 11UNICEF Child-Friendly Spaces in Darfur:A Monitoring Tool1. IntroductionDuring an initial emergency response, as well as during longer-term recoveryand rehabilitation phases, UNICEF works together with local and internationalNGOs and communities to create “safe areas” or “child-friendly spaces” forchildren and adolescents to play, socialize, learn and express themselves. Theseactivities have a strong psychosocial component as they provide a caring andnormalizing environment to mitigate the impact of the crisis on the children whentheir parents and guardians may be otherwise occupied. Typically these activitiesoffer regularly scheduled activities such as games, drama, art activities,nonformal educational activities and sports. Best practice indicates that childfriendlyspaces are especially effective when they are integrated into educationstructures and activities.2. ChecklistThis checklist provides a basic monitoring tool for stand-alone child-friendlyspaces (CFS) as well as those forming part of the education facilities and curricula.It is recommended that the following checklist be used before the establishmentof any new space and monitoring on a monthly basis will ensure high-qualityprovision of care and support to children. Note, however, that the standardsincorporated into the checklist represent only the minimum requirements of achild-friendly space. Further additions to the checklist may be added dependingon factors such as available staff capacity and resources.Structure and set-up:• Is the identified area safe? Has it been cleared of landmines/unexplodedordnances? Is the building structurally sound? Is the ground levelcleared of any sharp objects? Is the area clearly delineated?• Can children travel between the safe area and their homes safely? If not,what support can be given for their parents to provide activities in theirhomes?• Is the space clean and close to sanitation facilities (for both boys and girls)?• Is there a working water point to provide clean drinking water?• Are soap, gerry cans and cups available?• Are sufficient quantities of recreational play materials for the number ofchildren attending available (e.g., UNICEF recreation kits)?Staff:• Is expert, trained psychosocial staff available for consultation and/orhands-on supervision?109
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Starting Up Child Centered Spacesin
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Table of ContentsIntroduction .....
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IntroductionEmergencies, such as ar
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Research in northern Uganda and in
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Deprivation, Exclusion and Vulnerab
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What Are Child Centered Spaces?Purp
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• Children engage in cultural act
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Step 1: Coordinate with GovernmentS
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Step 2Quick ChecklistConduct a Prel
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19• The community also provides m
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Comments on Steps 4 - 6: Follow-upV
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In Sri Lanka, because different eth
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Example from the Field: ChadSetting
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Step 6: Recruit CCS AnimatorsIt is
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Schedule Training and CCS Activitie
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Step 8: Conduct Initial Training fo
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• CCSs provide a valuable platfor
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Have the animators create a list of
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CHILD CENTERED SPACES DOs and DON
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CODE OF CONDUCTIt is of utmost impo
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Reporting Forms and Activity Schedu
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• Find out whether there are loca
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• Setting aside a specific time f
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Guidelines• Post the daily activi
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Step 9:Quick ChecklistImplement CCS
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ences prior to the emergency. Nonfo
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Step 11: Provide Follow-up Training
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During follow-up visits to the CCS
Page 59 and 60: Outputs:Outputs include such things
Page 61 and 62: Field Example: Timor Leste — Obje
Page 63 and 64: Step 13: Transition out of the CCST
Page 65 and 66: BibliographyAction on the Rights of
Page 67 and 68: Annex 165CCF CHILD PROTECTION ASSES
Page 69 and 70: Assessment ScopeGenerally the purpo
Page 71 and 72: of collecting existing information
Page 73 and 74: discussions about particular issues
Page 75 and 76: ❏ What are the most common worrie
Page 77 and 78: Some questions related to issues se
Page 79 and 80: Annex 2UNICEF RAPID CHILD PROTECTIO
Page 81 and 82: Annex 379Community Mobilization Gui
Page 83 and 84: Challenges in Community Mobilizatio
Page 85 and 86: Learning about community power stru
Page 87 and 88: An additional step is to develop an
Page 89 and 90: Annex 4Sample Plan for Completing a
Page 91 and 92: Annex 6UNICEF, Sri Lanka89UNICEF Ch
Page 93 and 94: Annex 7IASC Guidelines: Strengthen
Page 95 and 96: 93with nonformal education or commu
Page 97 and 98: • Integrating topics related to t
Page 99 and 100: Sample Process Indicators• Percen
Page 101 and 102: I. What is a Child Centered Space?A
Page 103 and 104: III. Roles and Responsibilities of
Page 105 and 106: 12. Never use race, ethnicity, reli
Page 107 and 108: PlayPlay allows children to relax a
Page 109: 10. Never use program supplies or m
Page 113 and 114: • Ask children and adolescents wh
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