HEALTH RELATED ORGANIZATION FOR PROMOTION AND PREVENTION
CHILD WELFARE EDUCATION
START NOW + benefits from a grant of EUR 76,304.50, received from Iceland, Liechtenstein and Norway as part of the EEA Grants, and EUR 13,465.50, received from the state budget under the Education Program. The aim of the START NOW + project is the development of educational tools for public health and the exchange of good practices in the field of child welfare education.
introduction The Startnow + project, the publication of which you are just browsing, is about health education of young people, but the direct recipients of our activities were teachers, educators and other people working with this age group. Together with our partners from Norway, we have been developing innovative tools for public health education for over the past 2 years. Our base was the lesson modules created as part of the previous START NOW! project in 2018. We have developed some of them in Polish and Norwegian language versions, adapted them to the school education format, and updated them with the latest trends in health education and the social context. In addition, we have created 10 new lesson scenarios that meet the educational needs of the pandemic and are based on many interesting and engaging methods that can also be used in the distance learning mode.
An important element of our cooperation was also the definition of the basic principles of Child Welfare in education, which we shared with the participants of our meetings promoting the project in Opole and Oslo, and with participants of the training for educators from Poland and Norway in Milówka. We can also boast of the QNEC (Quality of Non formal Education Certifcate) certification of organizations that implement the rules we have developed. A foretaste of the module-based classes could also get to know children and young people who took part in city games organized in both partner countries this autumn. The Startnow + project was an opportunity to exchange knowledge and educational practices used in Poland and Norway, it was also a process of creative cooperation, which resulted in the creation of solutions and tools that allow for the acquisition of practical knowledge and &quot;health skills&quot; of young people participating in the classes in an interesting way, but also adults who facilitate this process. Enjoy reading and using the modules! HOPP team FURIM team
What is QNEC? One of the most important results of our project was the creation of 10 principles on which Child Welfare is based (the well-being of children and youth) and how it can be implemented in educational activities at school or other organizations. Educators, teachers, trainers and others interested in the topic could explore it during training and promotional meetings that we organized as part of our project activities, as well as by subscribing to the Newsletter, in which we described one principle in detail every week. Schools, associations and other organizations that apply the concept of Child Welfare in their activities could and still can apply for the QNEC Certificate, which confirms the quality of education and care for the well-being of its users. Below we present a graphic with all 10 principles developed during the project:
RULE 1 LEARN IN A SAFE SPACE THIS MEANS PROVIDING A SAFE LEARNING SPACE. THE EDUCATOR SHOULD MAKE SURE THAT THE AREA OR ROOM IS SAFE. Try to take a few moments to check whether there are any threats in the space intended for education, such as: dangerous objects, mechanical defects, and hygiene issues. The teacher may delegate this responsibility depending on the age of the students.
RULE 1 LEARN IN A SAFE SPACE If you are responsible for the educational space, do not leave the preparations to the last minute. Pay attention to the special requirements for education in the open air and in public places. In the case of online learning: Pay attention to IT security, e.g. whether any unauthorized persons, unwanted links or files on the communicator are not involved Take care of the safety of your equipment.
RULE 2 PAY ATTENTION TO BASIC NEEDS THESE ARE PHYSIOLOGICAL NEEDS SUCH AS HUNGER, THIRST, EXCRETION. UNSATISFIED PHYSIOLOGICAL NEEDS MAKE IT IMPOSSIBLE TO CONCENTRATE AND THEY BLOCK EDUCATIONAL PROCESSES. ACCORDING TO THE PYRAMID OF NEEDS, THEY CONSTITUTE THE FOUNDATION OF ALL LIFE ACTIVITIES. THEREFORE, THEIR IMPLEMENTATION IS INDISPENSABLE FOR THE NEEDS OF A HIGHER ORDER. Make a quick checklist to see if all needs have been met. Ideally, even before the educational activities begin. In the case of longer activities, repeat the checklist during breaks.
RULE 2 PAY ATTENTION TO BASIC NEEDS In case of younger children, the checklist should directly check specific needs ("pee", "drink", "eat"). In case of older people, a short eye contact and an analysis "are you ok?” should be enough. Ask yourself, "Can needs such as food and drink be met during educational processes?" In most cases, children and adolescents are able to fully participate in educational processes,eating and drinking in the same time. The teacher is not responsible for meeting all needs. The possibility of satisfying them is enough. If a need is not possible to meet at the moment, show empathy for yourself.
RULE 2 PAY ATTENTION TO BASIC NEEDS You can adjust the checklist to the conditions of online learning by: Mutual agreement on breaks (number and length); Accepting urgent needs (home cases, physiological needs); Enabling anonymity of meeting the needs (private chat, turning off the camera and sound).
RULE 3 EDUCATION IN MOTION THE MOBILITY OF CHILDREN AND ADOLESCENTS IS IN THEIR NATURE AND PHYSIOLOGY. MOVEMENT CAN BE AN ELEMENT OF EDUCATIONAL PROCESSES DURING CLASSES AS AN INTEGRAL PART OF THEM. UNSATISFIED NEED TO MOVE MAKES IT IMPOSSIBLE TO FOCUS. Accept the natural children’s need of movement. It is part of their physiology and does not affect the effectiveness of the educational process. As adults, we tend to judge focus through our own prism. Children can be focused while moving, and it even has a positive impact on the acquisition of new competences.
RULE 3 EDUCATION IN MOTION Be aware that the younger the children, the more exercise they need during the educational process. Consider how some of the planned educational activities can be linked with physical activity. Schedule short energizer breaks. Examples of such activities can be found in our modules. In the case of online learning: Be aware that focusing in front of the screen is not the same as focusing in a group. Online activities require more frequent breaks and stimulating physical activity. Use online energizers. You can use other online tools or channels (movies, music, dance, games).
RULE 4 TAKE CARE OF A FRIENDLY ATMOSPHERE A FRIENDLY ENVIRONMENT PROMOTES WELL-BEING AND SELF-CONFIDENCE. Bring small personal items into the common space (holiday souvenirs, DIY, creative works) Show your interests. A wall display on class’s hobbies or interest will create a friendly environment that encourages attitude of initiative and openness. In the case of online learning: Use friendly GIFs, emoticons and avatars.
RULE 5 LEARN IN A NATURAL ENVIRONMENT BEING IN THE NATURE PROMOTES CONCENTRATION AND STRENGTHENS THE EFFECTIVENESS OF ACQUIRING KNOWLEDGE AND SKILLS. CONTACT WITH NATURE CAN BE AN INTEGRAL PART OF EDUCATIONAL PROCESSES. CONDUCTING ACTIVITIES IN THE OPEN AIR, PLAYGROUND, SCHOOL GARDEN OR PARK, AS WELL AS USING ELEMENTS OF NATURE AS EDUCATIONAL MATERIALS WILL POSITIVELY AFFECT THE COGNITIVE PROCESSES OF CHILDREN AND ADOLESCENTS. Imagine carrying out planned educational activities in nature. Consider what landscape elements could help in educational processes.
RULE 5 LEARN IN A NATURAL ENVIRONMENT Use the elements of nature as learning aids. Are the obstacles to leaving the classroom really insurmountable? Adjusting the classes will trigger your creativity and support your educational processes.
In the case of online learning: Any contact with nature has a beneficial effect on reducing stress and acquiring new skills. To recharge the batteries, it is enough to look at the nature outside the window or a flower in a pot for a few moments.
RULE 6 ACCEPT EMOTIONS EVERYONE HAS THE RIGHT TO EMOTIONS, A BAD DAY OR MOOD. THIS WORKS BOTH WAYS AND APPLIES TO BOTH THE STUDENT AND THE EDUCATOR. THE EMOTIONS WE EXPERIENCE DO NOT HAVE TO AFFECT THE EFFECTIVENESS OF EDUCATIONAL PROCESSES, AS LONG AS THEY ARE ACCEPTED AND MET WITH UNDERSTANDING. Accept that we are still human in the educational process and that you will be accompanied by various emotions. They do not have to result from the educational process itself, but they constitute our emotional baggage from: previous events, places, days and relationships. Don't force emotions that are not there at the moment. It is not possible to be smiling all the time.
RULE 6 ACCEPT EMOTIONS In the case of online learning: Remember that online emotional expression may be distorted and not reflect reality. Use emotion icons (emoji) and pay attention to all communication channels (video, voice, chat). Some may prefer one of the communication channels.
RULE 7 RELATIONS ARE IMPORTANT EDUCATIONAL PROCESSES ARE BASED ON RELATIONSHIPS. INTERPERSONAL RELATIONSHIPS HAVE A GREAT IMPACT ON THE EFFECTIVENESS OF LEARNING. THIS APPLIES TO BOTH THE TEACHERSTUDENT AND STUDENT-STUDENT RELATIONSHIP. Basic relationships are possible even in a short time. If you want to build a positive bond quickly, make sure you have eye contact, have a friendly conversation (even if it is short and banal) and listen actively.
RULE 7 RELATIONS ARE IMPORTANT Watch out for conflicts. Conflicts in the group, both the non-obvious and the revealed ones, constitute a serious obstacle in the educational process. Do not force solutions on conflicts that occur, some of them you may simply accept as a temporary situation. Ask yourself a question, do people who don't like each other have to work in the same group? Conflict resolution may not be compatible with the achievement of the educational goal. In the case of online learning: Accept that relationships are difficult and building them requires more effort and time, spend some time on group relations: casual conversation, games, spontaneous reactions, social use of chat.
RULE 8 EXPRESS OWN OPINION FREELY THE CHILD HAS THE RIGHT TO EXPRESS HIS OR HER OPINION IN ALL MATTERS RELATING TO IT AND THE CHILD'S OPINIONS SHALL BE GIVEN WEIGHT. IT IS VERY IMPORTANT FOR A CHILD TO BE LISTENED TO AND TO INFLUENCE THEIR SURROUNDINGS AND THEIR EVERYDAY LIVES. Conversation about participation: Discuss what it means, make sure that everyone is able to participate and say their opinion (what they like and do not like, how they think something should be, what to do, and how to do it).
RULE 8 EXPRESS OWN OPINION FREELY The right to be heard is not a right to decide, but a right to be involved and influence when something is to be decided - co-determination. We cannot guess what children think, or what is important to them, we must ask - what can children know different from adults? It is the children who are experts in what it is like to be them.
RULE 8 EXPRESS OWN OPINION FREELY Participation is also gaining recognition for own experience of things. Take as a starting point a joint experience in the group of children (walk in the woods, an event in the school, a drama that several have experienced, or a joint activity at school). Gather the children in a ring and ask «How was the day today? What do you remember best? What happened?". Write key words on notes or just let the conversation go without systematizing. Children probably emphasize different things depending on what they have been involved in or experienced. Children's right to participation shall be embedded in the school framework plan, and shall form the basis for the design of everyday life and pedagogical practice within the activities.
RULE 8 EXPRESS OWN OPINION FREELY In the case of online learning: Use the “Hands-Up” symbol and encourage everyone to raise a digital hand. Note the sequence and give a floor to everyone Ensure that everyone in the online classroom is actively participating. The right to participate also means telling how one experiences something – ask children on their reflections and make sure everyone had expressed her/his opinion.
RULE 9 HAVE RIGHT TO PRIVATE LIFE ALL CHILDREN AND YOUNG PEOPLE HAVE THE RIGHT TO PRIVACY. THIS ALSO APPLIES WHERE THEY LIVE. THIS MEANS THAT IT IS CHILD WHO DECIDES HOW MUCH PRIVATE INFORMATION S/HE WANT TO SHARE WITH PARENTS. CHILDREN HAVE THE RIGHT FOR SECRETS AND TALK TO YOUR FRIENDS WITHOUT PARENTS INTERFERING. PARENTS THEREFORE CANNOT SIMPLY CHECK MOBILE PHONE, EMAILS OR BAG ETC. THE SAME APPLIES TO THE SCHOOL FOR TEACHERS AND THE PRINCIPAL.
RULE 9 HAVE RIGHT TO PRIVATE LIFE Discuss the definition of privacy: Which information can be linked to an individual (such as name, date of birth, address, telephone number and e-mail address, photos and online gaming). Everyone has the right to respect for private and family life, own home and correspondence. Children have the right to express themselves and be heard. This means that children's and young people's opinions about their own privacy are important. Share this example: if child does not want the parents to post pictures of her/him on social media sites, they should respect that. Ask children, why it is important.
RULE 9 HAVE RIGHT TO PRIVATE LIFE Explain to the children that they have the right to know what information is stored about them and why. Work on this question: If children were monitored at all times, or someone could see everything that was stored about them, might they want to change their behavior?
RULE 9 HAVE RIGHT TO PRIVATE LIFE In case of online learning: Share information about the schooling over internet: The more digitalized our everyday lives become, and the more information that is stored about us, the more important it becomes that we get an overview of what is stored, who can see the information and how it is used.
RULE 9 HAVE RIGHT TO PRIVATE LIFE The increased use of digital technology makes it easier for people to collect, store and share personal information. Give example of camera surveillance which on one hand can help prevent and solve crimes such as vandalism, violence and theft, but is it okay for the same camera to be used to catch smokers during the day? Ask children for reflection.
RULE 9 HAVE RIGHT TO PRIVATE LIFE Discuss the ease of access of information over social media – ask them to check Facebook or Instagram account and assess whether the shared pictures, posts etc. are fine to be shared only with friends or with general public?
RULE 10 FEELING OF BEING INCLUDED BEING EXCLUDED MEANS THAT SOMEONE DOES NOT HAVE ACCESS TO THE SAME OPPORTUNITIES AS OTHERS. VARIOUS REASONS FOR EXCLUSION CAN BE, FOR EXAMPLE, GENDER (WHAT BOYS AND GIRLS CAN DO), DISABILITY (HOW CAN EVERYONE BE ALLOWED TO PARTICIPATE?) OR PREJUDICES (ETHNICITY, LANGUAGE, ETC.).
RULE 10 FEELING OF BEING INCLUDED The scars from bullying will not go away if you just say sorry. Give example with paper that is being curled together and pressed, which later won’t be possible to make the sheet smooth and clean again. Kids can think about how great it can be when things are a little weird. They should practice tolerance for what is a little different, see that everyone is a little weird sometimes, and that it is not a big deal.
RULE 10 FEELING OF BEING INCLUDED Let the children familiarize themselves with the situation of others, play the role of another, provide insight into several aspects of the same issue and develop the ability to empathize and tolerance Also talk about not having friends and the importance of standing up for those who are not part of the community, and who for various reasons are prevented from participating.
RULE 10 FEELING OF BEING INCLUDED In the case of online learning: Make discussions and talks about taking others into account, about differences that are difficult to tolerate, and about how we can know what to tolerate and not Underline that tolerance for difference does not mean that we can do what we want, and that there are limits to what we should tolerate.