Starting Up Child Centered Spaces in Emergencies: A Field Manual

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Step 3: Visit the CommunityMeet with Local LeadersIn each context, there will be different protocols of contacting, meeting, and discussingchild and youth issues that will be guided by the CCF country or programdirector.In areas where CCF (or its partners) has not previously been active and is notknown by the community, the process for beginning CCSs will involve an initialsite visit by a CCF child protection team to the community leaders. If CCF is wellknown to the community and has current programs going on already, this maybe a shorter, yet essential, part of setting up CCS structures. The number of peopleon the team will vary according to the context, but in many emergency casesa team of at least two people has been effective.Introduce yourself to the community and speak directly to the chief, village leaders,head of the refugee community, parents committee and religious leaders orto whom it is appropriate. If CCF is not known in the area, present CCF’s missionand some of the work that it does worldwide. Working with the community members,begin to identify certain issues that are challenging children and youth intheir communities. Points to be covered in this initial visit with community leadersinclude:• CCF is an international NGO working in the area for ___ years.• CCF is a child-focused agency. It works together with children andfamilies to create programs that help children grow up well, even indifficult circumstances.• If there are other CCF programs ongoing in the area, describe them.• In other emergencies (mention ones that are similar to the localemergency), CCF has learned the value of helping communities organizeCCSs to support children who have been affected by the emergency.• CCF is implementing CCSs to help children, youth and mothers withyoung children following the emergency.• CCSs are run by the community.• CCF is not a material aid organization. (If CCF has been operating in thearea, this will need to be reinforced as many of the CCF projects provideitems such as school books and uniforms.) However, CCF will work withcommunities and other local agencies to provide essential materials forestablishing CCSs and other basic materials, such as school suppliesgames, or soccer balls. CCF will also help the community liaise withother international agencies in the area for larger items.18
19• The community also provides material and human resource support forthe CCS, including adults to provide the child-focused activities tosupport and maintain the CCS.• Be clear that there is still a selection process depending upon the cooperationand attitude of the community before CCSs can be implemented.After the CCF team has explained the above points, respond to any questionsfrom the community leaders. If the leaders agree to the CCS, ask permission totalk with groups of youth, women and men at that time.The community should be enthusiastic and willing to contribute space (homes,mosques, churches, etc.), time and other necessary resources. Qualified individuals(literate, experienced, knowledgeable about girls issues), includingwomen, are needed to work in the CCS.Meet with Youth, Women and MenIf available, talk with a group of youth, a group of women and a group of men.Explain the CCS concept to them, and engage them in identifying leaders andanimators for the CCS. Questions to ask include:• Who are the people in this community who are good at supporting children?• To whom do children go for help and support?• Who has experience engaging in activities for children, youth and youngmothers?• What are the three main problems facing children in this community?If there are animators available, ask them to conduct a simple activity with agroup of children.Start a Simple CCS Activity (if possible)Depending on the particular context, it may be possible to start simple activitiesduring this first visit. Human resources are all that are required – the ChildProtection Team, children and community animators.Encourage animators to start basic songs, dances or group games that requireno materials in a safe area such as an open field. If community members are shyor unsure, the CCF team can model a few simple activities with the children. Makesure that songs that are organized do not have themes of hatred and vengeanceor are of specific religious themes, especially in multireligious communities.Set Up a Time to Return to the CommunityBefore leaving, set up a day and time with the community leaders for a return visit.This next visit will include sensitization meetings with the community, selectingthe CCS site and meeting with the potential animators. Select a time that will be
Page 2 and 3: Starting Up Child Centered Spacesin
Page 4: Table of ContentsIntroduction .....
Page 7 and 8: IntroductionEmergencies, such as ar
Page 9 and 10: Research in northern Uganda and in
Page 11 and 12: Deprivation, Exclusion and Vulnerab
Page 13 and 14: What Are Child Centered Spaces?Purp
Page 15 and 16: • Children engage in cultural act
Page 17 and 18: Step 1: Coordinate with GovernmentS
Page 19: Step 2Quick ChecklistConduct a Prel
Page 23 and 24: Comments on Steps 4 - 6: Follow-upV
Page 25 and 26: In Sri Lanka, because different eth
Page 27 and 28: Example from the Field: ChadSetting
Page 29 and 30: Step 6: Recruit CCS AnimatorsIt is
Page 31 and 32: Schedule Training and CCS Activitie
Page 33 and 34: Step 8: Conduct Initial Training fo
Page 35 and 36: • CCSs provide a valuable platfor
Page 37 and 38: Have the animators create a list of
Page 39 and 40: CHILD CENTERED SPACES DOs and DON
Page 41 and 42: CODE OF CONDUCTIt is of utmost impo
Page 43 and 44: Reporting Forms and Activity Schedu
Page 45 and 46: • Find out whether there are loca
Page 47 and 48: • Setting aside a specific time f
Page 49 and 50: Guidelines• Post the daily activi
Page 51 and 52: Step 9:Quick ChecklistImplement CCS
Page 53 and 54: ences prior to the emergency. Nonfo
Page 55 and 56: Step 11: Provide Follow-up Training
Page 57 and 58: 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
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❏ What are the most common worrie
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Some questions related to issues se
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Annex 2UNICEF RAPID CHILD PROTECTIO
Page 81 and 82:
Annex 379Community Mobilization Gui
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Challenges in Community Mobilizatio
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Learning about community power stru
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An additional step is to develop an
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Annex 4Sample Plan for Completing a
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Annex 6UNICEF, Sri Lanka89UNICEF Ch
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Annex 7IASC Guidelines: Strengthen
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93with nonformal education or commu
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• Integrating topics related to t
Page 99 and 100:
Sample Process Indicators• Percen
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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
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PlayPlay allows children to relax a
Page 109 and 110:
10. Never use program supplies or m
Page 111 and 112:
Annex 11UNICEF Child-Friendly Space
Page 113 and 114:
• Ask children and adolescents wh
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Starting Up Child Centered Spaces in Emergencies: A Field Manual

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