Starting Up Child Centered Spaces in Emergencies: A Field Manual

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Step 5: Select the CCS LocationThe location for the CCS should be selected with the community’s input.Depending on the situation, this could be part of the community sensitization dialogue.It is not necessary to have a new building or structure for the CCS. Duringthe acute phase of emergencies, CCSs have typically been started under trees,in open areas or in already existing structures. They must be in areas that aresafe, accessible for children, shielded from harsh weather exposure, havelatrines and hand-washing facilities, have drinking water available and haveadequate light. If the land belongs to someone, there needs to be a clear understandingof how long the land can be used by the CCS. The following pointsshould be included in the community dialogue about site selection:• The site does not have to be a physical structure.• Possible CCS sites include:• Open spaces• Community centers• Existing unused community structures• Temples or other religious sites• Community members’ homes• Any structure provided by the community• There are minimum requirements for a CCS. These are:• Physically secure and free of landmines, hazardous debris andundue exposure to the elements• Not a likely place for recruitment or exposure to other protectionthreats• Access for children – a reasonable walking distance• No excessive exposure to harsh weather• Adequate latrine and hand-washing facilities• Adequate light when possible• Heat where necessary• Clean drinking water available24
Example from the Field: ChadSetting up CCSs in Chad required protecting the children from thestrong sun, as well as extreme wind and sandstorms. As tents weresoon ripped to shreds, concrete structures were necessary in thiscase. Providing adequate light was challenging as there was no electricity,and glass windows would be broken and allow large quantitiesof sand to enter during the many sandstorms. In this case, having aCCS that was a little dark was preferable to the alternative of exposingchildren to broken glass.Not uncommonly, communities in emergencies argue that they need to build astructure in order to establish a CCS. Experience in many emergencies hasshown that having a structure in place is not necessary for starting a CCS. It isbetter to start quickly under the shade of a tree, organizing early on the supportschildren need. Some weeks later, a community that has decided it must have aphysical structure for the CCS could develop a plan. A plan should include thetimeframe, a list of community volunteers and their roles, and how materials willbe procured. The form in Annex 4, “Completing a CCS Structure,” can be usedas a guideline to establish how the shelter will be completed.25
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 and 20: Step 2Quick ChecklistConduct a Prel
Page 21 and 22: 19• The community also provides m
Page 23 and 24: Comments on Steps 4 - 6: Follow-upV
Page 25: In Sri Lanka, because different eth
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
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 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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