In Umerkot, we worked with humanitarian partners Charity Doings Foundation to provide a space that became a hub of learning in the desert, for children displaced from neighbouring districts. In a complete vacuum of alternative spaces, at its height the centre served 178 children and provided a crucial space in which children could recover from trauma and stay connected to learning.

For photos, quotes and details of impact, see: Umerkot TLC Highlights 2023

In Hyderabad, we partnered with SPARC to identify a community that was affected by the flood-waters, facing the long-term challenges of extreme urban poverty. This operated as a drop-in space where children were safe from protection risks, with the ultimate aim of forming a bridge to formal schooling. On a daily basis, the TLC would serve about 80 children.

For photos, impact and details on addressing challenges, see: Hyderabad TLC Highlights 2023

The post Learning, Protection and Play: Temporary Learning Centres for flood-affected children appeared first on Cities for Children.

A core aspect of Cities for Children’s mission to protect the “Right to a Childhood”, is the Right to Play. The role of play in a child’s life is essential for early learning, understanding and brain development. It is also closely linked to positive mental health. 

In order to open up a conversation on the importance of play, on 4th August 2020, Cities for Children hosted a unique panel of remarkable speakers, in collaboration with British Council Pakistan. These included:

• Dr. Paul Ramchandani, the first LEGO Professor of Play in Education, Development and Learning at Cambridge University
• Ms. Umbreen Arif, senior Education Advisor to the Federal Government of Pakistan
• Dr. Nishat Riaz MBE, Director Education at the British Council
• Madeeha Ansari, our Founder, as moderator. 

Setting the Stage

To start off, Dr.  Ramchandani – a consultant child and adolescent psychiatrist by training – explains the importance of early childhood in preparing a child for their future. He states that a child’s well-being, safety, play and learning are linked together very closely. His expertise and vast knowledge breaks down the psyche of a child’s brain. 

 “Billions of brain cells and neurons are present in the childs brain from the day they are born. These are not just there, they are actively developing. Learning is happening all the time.” 

The development of a child’s brain in its earliest stages is absolutely mind blowing, and it is in fact, the earliest stages of a child’s life that shape them into the kind of person they become later on. 

“We know from developing body research that early experiences that children have, make a huge development to this brain development. So, things can change later in life but the outlying trajectory of what’s possible is set quite early so the kind of parameters that a child has are set quite early.”

What we took away from this was that essentially, our job as educators, caretakers, and parents in this crucial time is to instill happy memories into the child’s brain. For them to look back, and be content with the accumulation of their childhood memoirs. For that, we have to provide them with a positive and nurturing environment to grow in, not just physically but also mentally and spiritually. 

They should have a safe space, where they can truly express their feelings through play and various other tools. Play is the child’s way of exploring and understanding the world. It helps them learn how social relationships work and are formed. As Dr. Paul said,

“All the time children are doing this learning about the social world and they’re like young scientists exploring the world. Play is a critical part of all of that particularly for younger children – as children grow up, it underpins a lot of these aspects of learning and development.”      

The challenges for Pakistan

As a country, Pakistan was already facing academic challenges, in terms of education quality and access. As Nishat Riaz shared, “45% of children in rural areas of Pakistan at the Grade 5 level can’t understand sentences meant for Grade 2.”

These challenges were greatly exacerbated by the lockdown caused by COVID-19, with worrying implications in terms of learning losses for children. However, as Umbreen Arif shared, the government was quick to respond and worked to minimize the extent of the damage. There are over 300,000 schools across Pakistan, so organising this is surely not as easy a process. At the same time, as Umbreen shared,

             “Sometimes when you’re faced with challenges you find opportunities that you do not find in normal circumstances.”

There is light at the end of the tunnel, and this ordeal provided some space for institutions and educators worldwide to rethink their approach and move away from “boxed learning.” In Pakistan, the government took this opportunity to explore technological advancement for education and was able to start a nation-wide digital platform known as Tele-school. This concept has found a way of incorporating academic learning in a playful manner into the homes of the learners, with the support of partners.

Additional plans include creating processes and SOPs to follow for when the schools open, to ensure children’s safety while also ensuring that learning continues.

Reimagining education

At this critical juncture, there is the opportunity to address what Nishat described as a “crisis of creative learning.” Part of this can come through training programmes for teachers, equipping them with new skills and new ways of thinking. As Nishat shared, during the time of school closures there was a large appetite on the part of teachers for training courses through which they could upskill – and as the frontline workers, they will need additional support to address both mental health and educational needs of children returning to school in an ongoing crisis.

As they return, it is really important to give children that the support and opportunities to express themselves, at their own pace comfortably. Play and playful methods can play a powerful role in terms of reinforcing learning, motivating children to attend school and building the resilience to cope with tough situations. 

Our take – investing in happiness

As advocates of playful methods, we are keen to ensure that new and innovative techniques are explored to help children return to school. We know from our Hasti Basti (Happy Hoods) projects that creative methods can be powerful tools to build socioemotional skills for children, equipping them for life. As Madeeha said, “We have seen shy children gain confidence and confident children act with empathy and build friendships with others. We’ve also seen children facing really difficult circumstances, like separation from their families, smile – and for us, that matters.” 

There is scientific evidence showing that positive experiences can actually change the way the brain looks and develops and how it responds to stress.  As said by Nishat Riaz,

   “It’s in our hands to carve the future.”

We hope to make it a happy one!

The post The role of play – reimagining education appeared first on Cities for Children.

This year we celebrate 3 decades of the United Nations Convention on the Rights of the Child. Ratified in 1989, the UNCRC was a milestone in human history and development– establishing the first internationally recognized, legally binding statement on child rights. Now, thirty years after its inception, the UNCRC continues to be a guiding force for nations, as well as for the work of NGOS like our own.

At this juncture of 3 decades, it is important to step back, take stock and see how far we have measured up to the UNCRC and its original spirit. For us, much of the spirit is captured in the preamble, in which member states agree “Recognizing that the child, for the full and harmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding.” This is the revolutionary aspect of the convention: children deserve more than the basic rights of survival, they deserve a childhood that is stable, structured, and full of joy.

The UNCRC acknowledges that a fulfilling childhood is not a luxury, but rather a right to which all humans, across all cultures, are entitled to – an idea that we at Cities for Children champion and work hard to protect.

Cities for Children and the CRC

Cities for Children is an organization grounded in a rights-based approach. Our foundations are based on careful study of the UNCRC and its application to the reality of children living in urban poverty – some of the most marginalized and vulnerable young people in the world. Specifically at Cities for Children, we center our mission of protecting the “right to a childhood” in three fundamental rights of the child— the right to read, play, and feel safe. We drew upon multiple articles of the CRC in framing our mission, and chose our three strands of work due to their domino-effect in improving childhood across all measures.

The Right to Read – and More

A lack of education is associated with social exclusion and the reinforcement of inequalities and disadvantage. Article 28 establishes the right to education for every child, and we consider the right to read as a necessity for opening up future life choices and opportunity.

However, we also consider education and “the right to read” to mean more than essential literacy and numeracy – it is a means of broadening horizons and discovering potential. The kind of education that children are entitled to is specified in Article 29:

States Parties agree that the education of the child shall be directed to: (a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential…(c) The development of respect for the child’s parents, his or her own cultural identity, language and values…for civilizations different from his or her own; (d) The preparation of the child for responsible life in a free society… (e) The development of respect for the natural environment (Article 29)

That’s why we work on improving the quality of what is offered in spaces of learning, by providing opportunities to explore talents and reinforcing positive values.

The Right to Play

“Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.” – Article 31

We feel it is appropriate to give extra attention to advocating the right to play because it is not always prioritized in a world where millions of children lack the most basic of human rights and endure immense hardship. In reality, it is times like these where play is most important. As is stated in the UNCHR PSS MANUAL, “In times of conflict, post-conflict and emergencies, sport, recreation and play can provide children and adolescents with a sense of hope and normalcy”. Furthermore, the happiness and hope that is bred by play can improve resilience to bear and overcome obstacles. This understanding is at the core of our Hansti Basti (Happy Hoods) projects, which provide an environment in which children feel safe, experience joy, and undertake activities improving their relationship with adults, their peers, and even themselves.

Engaging in play helps children develop competencies relevant to navigating through the world and improving quality of life. Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills. Child-led play also allows children to practice decision-making skills, exercise control over their situation, and explore areas or passions they wish to pursue.

The Right to Feel Safe

“States Parties recognize the right of every child to a standard of living adequate for the child’s physical, mental, spiritual, moral and social development.”- Article 27

Our work can be considered unique for the emphasis which it places on mental health and wellbeing for street-connected children. For us, the right to feel safe goes beyond physical safety, and includes the safety that a child feels in voicing their thoughts, exploring their passions, and finding their identity. In the past we have worked to connect mental health professionals with teachers in non-formal schools, building their capacity to address challenges like behavioral and learning difficulties for children in slum settlements. We plan to build on this in our future work, and forge these essential connections for under-resourced organisations to offer better psychosocial support to children at risk.

Conclusion

The UNCRC states that childhood is entitled to “special assistance” and protections. It is our mission to protect the fragile experience of childhood for children who are often forced to grow up far too quickly. It is only by giving children and young people safe spaces to explore their full potential as individuals with agency, can we aspire to create a better world.

The post Three Decades of the UNCRC and Protecting Childhood appeared first on Cities for Children.

August 7th 2019 marks national Play Day in the UK. This year’s theme, ‘Play Builds Children’, highlight the benefits of play for children’s development. Protecting and promoting the right to play, given its importance in childhood and growth, is something which we at Cities for Children put at the centre of our ethos. Unfortunately this is something which is often under-valued, as the benefits of play are not always fully appreciated.  

Play, learning, and development

Article 31 of the United Nations Convention on the Rights of the Child specifies engaging in play as something which all children should be entitled to, and numerous organisations worldwide campaign to promote this right. So why is play so important? 

According to the Real Play Coalition, play is the ‘rocket fuel’ of child development. Research tells us that it has wide-ranging effects, allowing children to develop their imagination and creativity. As a result, play can help children with their creative problem-solving skills which can translate into improved resilience, providing children with the tools to navigate difficult situations throughout their lives. 

Play is also shown to improve children’s interpersonal skills by helping them learn to deal with conflict as well as building empathy, tolerance, and respect for others. Because of this, learning and play go hand in hand, and it should be seen as a crucial feature of childhood which sets kids up for future happiness and achievement. 

Challenges for children

Unfortunately, the right to play is not always something which can be achieved. According to the International Play Association, some of the most alarming issues affecting the right to play include the lack of resources for survival and development, children in work (frequently in far less than adequate working conditions), and the exposure to war, violence and exploitation. 

Cities for Children works with street-connected children who have often faced such traumatic hardships at an early age. This means that the right to play for these children can be severely affected. This is one area in which Cities for Children aims to make a difference. 

Happy Hoods and play

Through our Hansti Basti or ‘Happy Hoods’ programme, we encourage learning through play by providing resources and safe spaces, away from the pressures and dangers of the streets. During our recent Happy Hoods III programme in Peshawar, at the DOST Welfare Foundation Centre for street children, children had multiple opportunities for creative play facilitated by students from the University of Peshawar. One of our favourite sessions was with Toyi – an exciting collaboration made possible by the Ashoka Changemaker Exchange. Toyi provides toy kits for imaginative and open ended play which encourages children to interact with their surroundings and turn everyday objects into toys. 

During our Toyi creative play session, we were thrilled to see one little boy bloom. Aman* stayed at the night shelter and was separated from his family. He was painfully shy and didn’t speak much initially. Some of the other children in the group saw him playing with Toyi and taunted him, saying, “Oh, the sick one is making something too.” Fortunately, he paid them no heed and went on to make a fantastic little car – lighting up as he received praise from his student mentors.

It is stories like this which remind us of the importance of providing opportunities for creative play, particularly for vulnerable children. We should use national Play Day to think about our own playful childhood memories, and consider that all children deserve the opportunity to create these happy memories, and to learn and develop through play, no matter their circumstances.

*Name and photo changed to protect identity

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As part of our “Right to Play” strand of work, on 21st April 2018 we supported a special Sports Day event for over 400 children and parents from the urban slums of Islamabad.  These are communities served by our partner, the Pehli Kiran School System, a network of open-air, non-formal schools in settlements across the city. They cater to nearly 1800 refugee or migrant children who often have to choose between work and education, and face a range of risks on the streets.

It was a day filled with colour and joy, as each of the eight schools chose a different colour to represent themselves. Hajra Khan, captain of the national women’s football team, was present as Chief Guest and helped distribute prizes. She represented a positive female role model for the boys and girls who participated with equal enthusiasm. Competition was tough, but the red team – Pehli Kiran School No. 8 – took away the trophy for the overall tournament.

The Sports Day was not only an opportunity for the children to showcase their talents and to proudly represent their schools but was also a chance to develop qualities like discipline and sportsman’s spirit. In addition, for the schools, it was a way of increasing engagement with the communities: both mothers and fathers were invited to participate in the games, and to help with organising the distribution of refreshments as well as the “clean-up” zone.

One of the games for the mothers was “Getting Ready for School,” which involved a simulated race against time to get their children ready for the day. This worked towards one overall aim of the event, which was to increase motivation for communities to continue sending their children to school.

Looking around at the happy faces, music and festivity, one of the participating mothers couldn’t hold back a smile.

“My heart is bursting with happiness at this sight,” she said.

We believe that “happy memories build resilience” for young people who otherwise face hardships that force them to make adult decisions far too early. Ultimately, the Sports Day was one in which community volunteers, students, teachers and parents were all brought together for a rare and memorable shared experience.

NB: We would like to particularly acknowledge the support of volunteers from Right to Play Pakistan, who gave generously of their time and created the video above.

The post Colour and Joy – PKSS Annual Sports Day 2018 appeared first on Cities for Children.