Starting Up Child Centered Spaces in Emergencies: A Field Manual

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Types of CCSs: Examples from the FieldIn different emergency areas around the world, CCF and local communitieshave made creative use of available space for organizing CCSs.The Gambia: Areas under shade trees were cleared of debris where recreationalactivities for host and displaced children were conducted.East Timor: Abandoned buildings were cleared of glass and other hazards,and quickly adapted to be welcoming and accessible to local children.In other areas, open outside spaces were used to conduct recreationalactivities.Afghanistan: CCSs were started during the cold of winter and required heatand more secure shelter. CCF worked with UNICEF which provided tents andsupplies for CCSs in camps for displaced people. The community assisted indesignating the sites for the tents, setting them up, and providing 24-hoursecurity for the teachers and school supplies. CCSs were also organized inthe courtyard and on the porches of mosques in Afghan villages. In someareas, rooms destroyed by bombing were repaired to provide an indoorspace for child activities.India: Representatives from CCF and the community approached an internationalNGO that was putting up shelter in the area and asked them to donatesome building supplies for a CCS. The NGO contributed the materials, and thecommunity erected the structure.Chad: CCF began the CCS activities in coordination with MSF TherapeuticFeeding Center, working with young mothers and children waiting in longlines for their rations. Later, this transitioned into activities in UNICEF-suppliedtents, followed by the building of semipermanent structures that would withstandthe harsh weather conditions.Step 5Quick ChecklistSelect the CCS Location• Dialogue with the community about location.• Ensure that minimum requirements of safety, accessibility and hygienewill be met.• Determine which community volunteers will put up the CCS.• Determine if materials are needed and how they will be procured.• Determine timeframe for the CCS setup.26
Step 6: Recruit CCS AnimatorsIt is important to select persons within the community who are viewed as “rolemodels” for children or “trusted members” so that parents feel comfortablesending their children to the CCS. In order to ensure that competent members ofthe community are being considered and to avoid any difficult situations over thelong term, CCF staff should ask community leaders to provide a group of adultsfrom whom the CCS animators will be selected. The process can involve thelocal community leader/committee and other appropriate individuals (make surewomen are part of the process). It is also important to ensure the recruitment ofwomen to act as positive role models and to reduce the risk of exploitation orabuse of female students. It is also important to ask youth and children whomthey trust and naturally turn to for support outside the home, allowing one to getan idea of who will be the most effective animators. In situations where peopleare living in displaced circumstances and may not be living with people theyknow, it will be important to bring people together to find out who has previouslyworked with children and youth and engage in discussion with elders andleaders about who would be appropriate to work in the CCS. When there are differentethnic groups, it will be important to have representatives from eachgroup. Often, there is a tendency to designate former or current teachers as CCSanimators. Although teachers are often respected and skilled in working withchildren, they may want to make the CCS into a “school,” and they may emphasizenonparticipatory activities in which large numbers of children watch as othersperform a song or a dance. It is valuable to emphasize that the CCS is not aschool, and that the emphasis will be on play and children’s participation.StaffingIn different country emergencies, depending on the individuals’ experiences andwhat is usual and appropriate for the context, the community members runningthe CCSs have been designated by various titles – these have included facilitators,activity leaders, community agents, volunteers and animators. For the sakeof simplicity, the term “animators” is used in this manual.Recognizing that in some circumstances it may not always be possible, ideally,for every 50 children, there should be at least two animators who are responsiblefor implementing activities. For younger children, ages 4-6, the ratio shouldbe at least two animators per 40 children. For mothers and their very young children(ages 0-3), a good ratio should be approximately one animator for every 15mother-child pairs.Depending on the context, additional human resources have been used to runCCSs. In some situations, in addition to the animators, there have been socialworkers, record keepers, health workers, guards, cleaners and cooks.27
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 and 26: In Sri Lanka, because different eth
Page 27: Example from the Field: ChadSetting
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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Starting Up Child Centered Spaces in Emergencies: A Field Manual

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