Starting Up Child Centered Spaces in Emergencies: A Field Manual

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ImpactsImpacts will be related to changes in the lives and experiences of children, familiesand communities. Impacts are longer term and look at how outcomes affectthe lives of children, families and communities after the program has ended. Forexample, learning a vocational skill such as tailoring may be the outcome, butthe impact will be whether the youth actually earns income, is able to performculturally expected roles, etc. Impact is more difficult to measure and oftenrequires longer follow-up after the end of the project.Example of Output and Outcome IndicatorsIndicators for Children• Number of children participating in the program (disaggregated by ageand sex)• Level of inclusion measured by number of children participating versustotal number of children in community population (disaggregated by age,sex and vulnerability that blocks their access [disability or other])• Percent of community children attending at least three hours per day• Level of satisfaction of service provided by conducting surveys/focusgroups• Number of youth involved in peer support with younger children orrecreational activities• The level of application of training in the day-to-day activities, measuredby observation or survey• Percentage of children displaying improved psychosocial status asevidenced by their interaction and relationships with peers• Percentage of children who are better able to express difficult emotionsrelated to their individual experience• Self reported increase in self-worth and confidence by those participatingin story telling, oral histories and other cultural activities• Parental reports of children playing more often and being better behavedIndicators for Animators• Number of men and women selected• Representation from different sub-groups• Number of people trained• Improvement scores in level of knowledgeIndicators for Community• Number of community sensitization dialogues• Community support for CCS• Community participation in CCS activities58
Field Example: Timor Leste — Objectives, Activities andOutput IndicatorsMothers /InfantsObjective:Activity:Ensure psychosocial well-being of mothers and infants.Regular meetings each week for mothers and infants.Indicators: Number of mothers and infants attending a program each week.Number of CCSs in which animators are trained on meeting thedevelopmental needs of mothers and their infants inemergencies.Objective:Activity:Ensure adequate nutritional status for mothers and infants ineach CCS.Nutritional screenings for mothers and infants in the camp.Indicators: Number of mothers and infants screened.Percentage of mothers and infants with nutrition deficitsreferred to a supplementary feeding program.Early ChildhoodObjective: Ensure the well-being of young children (ages 2-5).Activity:Psychosocial activities conducted for young children eachweek.Indicators: Number of young children attending each week.Number of leaders and animators trained on developmentalneeds of young children in emergencies.School-aged childrenObjective: Ensure the well-being of school-age children (ages 6-11).Activities:Psychosocial activities for school-age children.Hygiene promotion activities.Indicators: Number of children attending each week.Number of animators trained in hygiene promotion.Number of animators trained on developmental needs ofschool-age children.59
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 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: Outputs:Outputs include such things
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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