By United Nations
This Child-Friendly colleges (CFS) handbook used to be constructed in the course of three-and-a-half years of continuing paintings, regarding the United international locations kid's Fund schooling employees and experts from accomplice companies engaged on caliber schooling. It merits from fieldwork in a hundred and fifty five international locations and territories, reviews performed via the neighborhood workplaces and table studies carried out via headquarters in manhattan. The handbook is part of a complete source package deal that incorporates an e-learning package deal for capacity-building within the use of CFS types and a set of box case experiences to demonstrate the state-of-the-art in child-friendly faculties in quite a few settings.
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Additional resources for Child Friendly Schools Manual
Providing safe water and appropriate sanitation facilities are basic ﬁrst steps in the creation of a healthy, child-friendly learning environment. Other important elements include establishing and enforcing rules to make the learning environment free from drugs, alcohol and tobacco, eliminating exposure to hazardous materials, providing sufﬁcient numbers of ergonomically designed benches and chairs and adequate lighting, allowing opportunities for physical exercise and recreation, and ensuring that ﬁrst-aid equipment is properly maintained and readily available.
Childfriendliness can be further promoted through children’s involvement in activities that make the school cleaner, prettier and more environmentally sustainable, including planting vegetable gardens, trees or ﬂowers, painting walls or removing debris from school grounds. Protective of children. When the school environment is perceived as unwelcoming or threatening, attendance suffers. In general, a childfriendly, protective environment is not only conducive to learning, but also to play and healthy interaction.
Learning is central to education and, in line with the child-centred principle, the child as learner is central to the process of teaching and learning. In other words, the classroom process should not be one in which children are passive recipients of knowledge dispensed by a sole authority, the teacher. Rather it should be an interactive process in which children are active participants in observing, exploring, listening, reasoning, questioning and ‘coming to know’. This is at the heart of the classroom process in all child-friendly school models, and it is critical for teachers to be well trained in this pedagogy.