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).
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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