Our principles

Child to Child:

  • respects children’s views and voices to enable them to grow into responsible adults.
  • advocates for children’s active participation that links learning with living and promotes reflection.
  • facilitates children’s understanding of development issues and why healthy behaviours are important.
  • includes relevant, do-able and fun activities that promote life skills, confidence and self-esteem.
  • encourages children to take ownership and identify health and development priorities relevant to themselves and their communities.
  • develops children’s decision-making and problem solving abilities in order to take action on identified priorities.
  • develops children’s ability to communicate, empathise and cope with difficult circumstances.
  • recognises children’s capacities as change agents, who require the facilitative support but not the dominance of adults.
  • ensures that the personal development and gains of the children implementing activities are as important as those of children with whom they are working (e.g. older children working with pre-schoolers).

 

Two children from our Getting Ready for School pilot project in Bangladesh.

Two children from our Getting Ready for School pilot project in Bangladesh.

Thus programmes using Child to Child’s approaches should:

  • view health in the wider context of physical, mental, emotional, social, moral and environmental well-being and not merely the absence of disease or infirmity (WHO).
  • recognise the role of children as citizens and community members in contributing to the health, education and development of themselves and others.
  • engage children in active learning so that their critical thinking and life skills are developed.
  • be inclusive and involve as many children as possible without selection or exclusion on the basis of gender, disability, ethnicity or religion.
  • facilitate the building of an enabling environment for the fulfilment of children’s rights, participation and protection.
  • encourage children to work cooperatively to find solutions that are safe and helpful for themselves, their families and communities.
  • ensure that adult facilitators work in responsible ways with children protecting them from any actions that may physically, emotionally or socially put them at risk.
  • appreciate that the participation of children should be sensitive to the evolving capacities of children.

 

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