Day 2

Introduction, Context Setting & the Idea of a Creche

This day’s session covers following practices:

Day Wise Plan

Session 1–Settling, Ice Breaker & Introduction

Duration: 20-30 mins

Objective: To help the caregivers get to know each other and their centers through a fun and interactive activity.

Materials Required: Fire in the house, some background music may or may not be used.

Steps:

1. Context Setting – 2-3 Minutes

• Facilitator gets the team in a circle. He/she explains the rules —You may play this in the training room or in the open.
• Facilitator asks, “what will you do if there is fire in the house?” Accept the various responses— will put off, call people, or run away (if you get this response – highlight it – run away). Yes, we will run away—so we are going to play a game called Fire in the House.
• When I (facilitator) say “FIRE IN THE HOUSE” —You say, “RUN, RUN, RUN” and you randomly move around in any direction, without hitting each other within the defined space.
• When I say STOP—You stop/freeze wherever you are.
• Get into groups of 3.

2. Play the Game—Fire in the House (10-12 Minutes)

• Each member of the group shares 3 things—Your Name, Your Village name, Your Favorite Food. Give 1 minute for sharing.
• Again, Facilitator says, Fire in the House—Participants say “Run, Run, Run and moves randomly”. Facilitator says, Stop—everyone stops/freezes and find new partners—In groups of 3, all three members can be new, or few may be from the previous group. Try for new members, at least 2 new members. Highlight/say aloud these conditions while participants are making groups to help.
• Again, each member shares the 3 things—Name, Village, Favorite food, Facilitator should highlight this in each round.
• Continue with this for at least (5-6 rounds if participants are 15-20), and (8-10 rounds if participants are more than 20)—do this faster now.

1. Sharing feelings in the Circle (3-5 Minutes): After the game is over, get everyone in the circle again. Facilitators ask, “How/what did you feel about the game)—Kaisa laga aaplogon ko”? Get a few responses)—not more than 2-3.
2. Everyone quickly introduces themselves (5-8 Minutes):Just the names and village (for caregivers), rest all shares their names, Organization and their roles (only partner organization field members) they play.
3. Settling in their places – (2 Minutes) – Everyone settles back to their places.

Session 2—Debriefing of Exposure Visit

Duration – 45 mins

Step 1: Preparation (5 Minutes)

• Facilitator says, “Yesterday you all visited some of the creches, now we will try to know how did you feel and what did you see (Kal aaplog sab shishu ghar dekhne gaye the- aapko kaisa laga aur aapne kya dekha? So, take 5 minutes time, think, you may see your notes if you have written anything- avi aaplog 5-minute kal ke visit ke bare me sochiye- aapko kaisa laga, kya-kya dekha?

Step 2: Open Sharing (5-7 Minutes)

• Facilitator Prompt—How did you feel visiting the creche? Aapko creche visit kar ke kaisa laga? Restrict the responses only to feelings—not anything else—quick responses from 3-4 and one large group response together.

• Next Prompt—aapne kya-kya dekha- What did you see there? Each person will share only 2-3 observations, not more—it’s absolutely fine if all observations do not come.

Step 3: Thematic Reflection- (25-30 Minutes) –

Get these prompts printed and laminated on an A4 sheet or Half A4 sheet with heading.

Guide participants to reflect on specific areas. Use simple prompts in their language. Involve multiple caregivers to respond in each area (you may receive 1-2 responses from each to ensure this). Examples:

1. Nutrition and Feeding: “Khana se juda hua kya-kya dekha aapne- kya-kya diya ja raha tha, kaise diya ja raha tha, kab-kab diya ja raha tha? (What foods were being served, how was it being served, when were they served?)”. Facilitator may break them into 3 areas– a) Kya-kya diya ja raha tha (what were being given), b) Kaise diya ja raha tha (how was being served), c) Kab-kab diya ja raha tha (frequency- when they were being served).
2. Cooking & Food Preparation: “Kitchen/Rasoi me khana Kasie banaya ja raha tha- kuch dekha kya aapne? (How did you find the kitchen space? How was the food getting prepared?)”
3. Organization of Resources and Materials: How were the materials, resources/things organized? (Saman/samagri ko kaise rakha gaya tha?
4. Hygiene & Cleanliness: “Swachhta aur safai (Saaf-Safai) se judi kya practices dekhi? (Which practices have you observed related to cleanliness and hygiene?)”
5. Safety and Security: “Bacchon ki suraksha ke liye kya-kya dekhi/dekha aapne? (What arrangements did you observe to ensure safety of children and security?)”
6. Child Engagement Activities: “Khel-kood ya Bacchon ke sath kis-kis tarah ki gatividhi hoti hui dikhi/dekhi aapne? (What all activities did you observe taking place?)”
7. Caregiver’s Practices & Behavior: “Caregivers ka bachchon ke saath vyavahar kaisa tha? (how was the overall behavior of caregivers towards children?)”
8. Records & Documentation: “Record keeping aur documentation ya dastavejikaran se judi kuch dikha kya? (Which practices did you observe related to record-keeping and documentation?)”
9. Anything else- Did you see anything else, kuch aur dekha kya aapne jo avi tak kisi ne nahi bataya hai?

Session 3–Context Setting & Need of The Children

Duration: 60 mins

Component 1: Group Activity–30 minutes

Instructions and Explanation (7-10 Minutes)

Group work – Discuss and write (20 Minutes)

Materials Needed: A4 Size Laminated Prompts for each Group (as mentioned below), multi-colours chart papers for each group (6-10), Packets of Sketch pens or Marker Pens (6-8 packets).
Context: Caregivers have visited the centers as part of an exposure visit, and a debrief has already happened. The facilitator would start considering the discussions during the debrief of exposure visits. After this, the facilitator would lead the discussion to the next sub section—need of the children.

Step-I: Formation of the Group: Firstly, we will ask the participants to stand up in a circle, or randomly. They will then be divided into 4 groups through a fun activity -“Bol bhai/bahen kitne, aap bolo jitne” could be facilitated to form the groups.

How to do it–

• Facilitator gets everyone stand in the room or outside, random or any formation.
• Facilitator says, “when I say Bol Bhai Kitne- you say aap bolo jitne” repeat and check for understanding.
• Rehearsal and Grouping—for different numbers – 2, 3, 5, or you may say 2.5, 3.5 for fun- Play 3-4 rounds before you finally do it for needed group formation (number of members needed in a group- the idea is to have 4 groups- accordingly check how many members in a group can be put. Example – if 12 caregivers – final number announced should be 3, if 20 caregivers, then final announced number should be 5). Once the groups are formed, ask them to sit in their new groups with all their belongings.

Step-II: Distribution of Prompt Cards and materials—You may name each group for convenience, say 1,2,3,4. Once the participants are divided into 4 groups, each group will be assigned the following topics for discussion. Take each prompt in your hand and explain what it is and what they have to do.

Example:

* Common phrase for each group- “Think about your village (aap apne gaon ke bare me sochiye)” – add this For Group-I: “What problems do mothers face in handling or taking care of their children (baccke ki dekh rekh me mummy/ma/mothers ko kya-kya dikkat/pareshani/mushkilen aati hai?)”

* Common Phrase at the end: Discuss this in your group first and then write them on the chart papers given. Isko pahle apne group me charcha kijiye and then chart paper par likhna hai.

* Similarly for other groups, start with common phrase and then add group prompt/phrase as explained above and close the task with common phrase at the end. Group phrases are given below this.

1. Group I:What problems do mothers face in handling or taking care of their children – baccke ki dekh rekh me mummy/ma/mothers ko kya-kya dikkat/pareshani/mushkilen aati hai?

2. Group II: What challenges do the children aged 7 months to 3 years face – saat mahine se teen varsh tak ke bacchon ko kya-kya dikkat hota hai or kis mushkil ka samna karna parta hai?

3. Group III: How are the young children currently taken care of when their mothers go out for work? Aap apne gaon ke bare me sochiye- abhi apke gaon me bacchon ki dekh rekh kaise karte hai ya unki jarurat kaise puri hoti hai jab unke parents- maa-baap kaam par jate hai?

4. Group IV: What are the needs of children in the age group of 7 months to 3 years? 6 mahine (jab bacche upari ahaar lene lete hai) se 3 varsh tak ke bacchon ki kya-kya jarurat hoti hai- kya-kya chaiye in bacchon ko- 6 maah se 3 varsh take ke bacchon ki?

Note –
* If you think the number of groups to be formed should be more than 4, either of the topics highlighted above could be assigned to the remaining groups.

* Other members from the partner should be distributed equally in each group with clear instruction that “let the caregivers do it and you help only wherever needed through guided questions, clue and demo as per the needs or in writing on the chart paper if caregivers cannot”.

* Distribute the Prompt Cards, Chart Papers and Sketch Pens/markers to each group after you have explained.

Step-III: Group work

• Reinforce the instructions given in the example above if needed and check for their understanding on the tasks by eliciting responses – primarily on the task – first discuss and then write
• Give Time Check, 20 Minutes for this task.
• Start the task, move around and listen to the discussions in each group. Extend support wherever needed or provide clarity on the prompts/tasks.
• After the group work, each group will come forward and present what their team has discussed and written.

Step-IV: Group Presentation (20 Minutes) Once the groups have completed discussing their topics and written on the chart papers, group-wise presentations will be initiated. If any aspects of the topic have not been adequately covered, other groups will be encouraged to supplement with additional points. Facilitators should jot down the major points on the board, only from the Need of the Child Group to stress the needs.

• Each group comes and presents what they have discussed and written. Facilitator should encourage each member to say something or read from the chart.
• After each group presents, facilitator should ask other groups if they have to add any points.
• Group-IV (Need of children) should be called at last. For ease of facilitation, please call in the sequence of the group number. Before the last group comes, the facilitator should set the context for the last group by saying “we have discussed so far, the challenges faced by parents, children and these children are taken care of currently. Now we are going to discuss what are the needs of these children aged 6 months to 3 years.
• Let Group-IV share. Take responses from the other groups if any.

Step-V: Consolidation of Need of the Children aged 6 months to 3 years: (10-15 Minutes)- The Facilitator after Group-IV Presentation, asks everyone – “what are the needs of the children – 6 mahine se 3 varsh tak ke bacchon ki kya-kya jaruraten hai? He then elicits responses from the participants- first need/pahli jarurat? Second need/dusri jarurat, 3rd need/teesri jarurat, 4th need/chauthi jarurat, 5th need/panchvi jarurat, 6th need/chhathi jarurat and so…. (do not stretch too far if the desired responses have come).

• The facilitator can make a circular mind-map for collecting responses with Need of the Children written at the center of the circle. Facilitator writes the relevant needs shared by the participants.
• After the participants have shared, the facilitator may refine the responses collected to put them under 6 major categories as mentioned below.
• Ask the participants to repeat these 6 needs multiple times, 3-4 times and keep coming back to these 6 needs in all the following sessions and the concluding session. They should remember these 6 needs fully.

6 Major needs of the Children: (each of these needs should be on an A4 paper with some relevant images/illustrations). Alternatively, these images can be shown on the projector screens as well. These A4 laminated charts can be pasted on the board or walls to reemphasize the 6 needs.

* Food & Nutrition – Poshan/Bhojan

* Safety & Security – Suraksha

* Hygiene & Cleanliness – Saaf-Safai aur Swachhata

* Play & Activity – Khel-kud aur Gatividhi

* Care and Sleep – Dekhabhal, Neend aur Sulana

* Immunization – Tika aur Titakaran

Session 4–Connecting Needs of the children & Need for the Creche

Context: In the previous session, there was a detailed discussion on the needs of children. Building on that discussion, this session aims to help caregivers understand the concept of a ‘creche’ and how creches can play a role in meeting the needs of children aged 7 months to 3 years.

Duration: 60 mins

Objective: To help caregivers understand the following:

• What a creche is
• How a creche supports the needs of children
• The benefits of having a creche in the community
• The objectives behind the Creche Initiative

Component 1 - Opening Activity: Pass the Hula Hoop (10 minutes)

Activity – Pass the Hoop –10 Minutes:

Materials Needed- 2 Hula Hoop for adults.

How to Play –

• Get the team in a circle. Divide them into two groups, give the Hula Hoop to both groups.
• Stand in a circle with hands joined with the person standing next.
• Facilitator puts the Hoop on the jointed arms of any two members in the circle.
• Now the team has to pass it to the last person without touching it with hand or leaving the joined hands.

Component 2 – Needs of the Child & Need for a Creche (25 minutes)

Objective:

1. Recall the needs of the children.
2. Discuss how the need of children is addressed in creche.
3. Establishing the need for having a creche in a community.
4. Establish the impact of a creche on society

Materials Needed – Needs of Child cards

Step-I : Start with needs of children as discussed in the previous session (5-7 minutes) Opening-

• We just discussed what are the needs of the children, “what are the needs – Everyone says it loud: Nutrition, Safety, Hygiene and Cleanliness, Care, Play and activities, Immunization.”
• Are these needs met currently in your villages? Seek responses, chorus is fine.
• How will these needs be met? What should we do to ensure such needs are met? Seek responses. Responses could be anything ranging from opening a creche to sending them to Anganwadi centers or beyond. Let the responses be random. Direct the responses towards need for a creche.
• All of you visited the creche yesterday, did you? Did you see whether these needs were met at the creches? Elicit responses—specific responses are necessary.
• Break your prompts further like, Are nutritional needs met at the creche? Bacchon ke Poshn ki jarurat puri ho rahi hai shishu ghar par/me? Similarly for other needs, you can elicit responses from them. Please do not ask or go for how these needs were met at creches. Simple yes or no answer expected in chorus.

Step-2: Group Presentation on how needs are met at the creches (10-15 Minutes)

• Quickly form 6 groups
• Give one Need card to each group
• Ask them to share/present in groups—How these needs did you see are met at the creches during your visit. They should share specific evidence.

Example: How are nutritional needs met at the creche? Bacchon ke Poshn ki jarurat kaise puri ho rahi hai shishu ghar par/me?

Model Responses

* 3-5 times meals are served daily.

* Nutritious meals are served with vegetables, eggs, etc.

* Children are fed with love and care.

* Mothers come for breastfeeding.

Expected answers could be on these lines. Similarly for other needs as well.

Step-3: Consolidation of Need for a Creche (10-15 Minutes)

The points in table can be used to consolidate each need and how they are met at the creches. Guide them to reflect on the visits so that they can share from their observations.

• How are nutritional needs met at the creche? Bacchon ke Poshn ki jarurat kaise puri ho rahi hai shishu ghar par/me? Highlight each aspect one by one along with caregivers’ responses on each need and what all happens at centers under each category as summarized in the table below.
• You may write each need boldly on the board and then follow the steps suggested above.

Component 3 – Impact of a Creche & Objective of Creche Initiative (15 minutes)

Objective: To establish the benefits of the creches for all – Children, parents, PRIs, Frontline workers and the larger community for their greater ownership and involvement.

Opening:

• Start with saying “We saw how the creche meets the needs of children. Is the creche helpful and of use for children only? Elicit responses – probe further- how?
• Follow it up with next question/prompt–who else it is useful for? Elicit responses – make a simple mind map on the board by writing responses received- children, parents, etc., keep probing – who else?
• In case you do not get the desired responses–you share the prompt with confusing and questioning voice, is it helpful for ASHA workers? How? For Anganwadi Workers? How? For PRI members? How? Community? How? Caregivers? How? Elicit responses for each category of personnel.
• After eliciting their responses, consolidate as summarized below for each category of personnel.

Conclusion: The facilitator further discusses on the objective of a creche initiative:

• Provide Safe environment to the children.
• Ensure children receive food time on time and appropriate for them.
• Prevent and address malnutrition, by regular growth monitoring.
• Provide an environment to children where they are engaged happily.
• Help older siblings go back to school.
• Provide scope to the mothers to pursue various modes of livelihood or engage in their household chores comfortably.
• Take questions if anyone has.

Session 5–Roles & Responsibilities of Creche Caregivers

Duration – 60 mins

Objectives: To help caregivers understand their specific roles and responsibilities aligned to caregiver practices.

Practices Covered: Overall, this session touches upon the all-caregiver practices

Materials Required:

1. Flash Cards for identifying Roles & Responsibilities – (Postcard or half A4 size flash cards for each category mentioned below. On the front side of the card, the Group theme is written and on the other side of the card. Postcard size illustrations of examples and non-examples should be stacked together for each group theme.)
2. Video compilation of major roles and responsibilities of caregivers

Steps for Facilitation

Start with a Baalgeet – (5 Minutes)

Step 1: Group Formation & Activity Setup (5 minutes)

1. Participants will be divided into 6 groups.

2. The following topics will be assigned to each group:

   • Group I – Child Care & Rest/Sleep Need
   • Group II – Food & Nutrition
   • Group III – Health and Immunization
   • Group IV – Hygiene & Cleanliness,
   • Group V – Safety & Security,
   • Group VI – Activity & Free Play, Records & Documentation.

3. The flash cards can be prepared as per the illustrations given in the table below

Step 2: Find the images highlighting roles and responsibilities (10 Minutes) **Instructions/ How to do it:

• Facilitator shares the expectations and tasks with clarity.
• Each group will be given the theme card and a packet with multiple images as mentioned in the table above.
• Each group will find the images which describe the roles under each category and arrange them in the sequence or order from morning to evening along with non-examples.

Step-3: Walk through – (10 Minutes)

• Each group explains the major roles and responsibilities under each theme to the rest based on the images arranged and sequenced. The images can be placed on the floor, and all members can stand in the circle while explaining.
• After the walk through and sharing is done. Everyone gets back to their places.

Step 4: Video on Roles and Responsibilities of caregivers (5-10 Minutes)

• Post walk through and sharing, ask the caregivers – “do you know what all you have to do as caregivers?”- Chorus response- Yes/No.
• Let’s understand what a caregiver has to do from morning to evening, from opening a creche to closing a creche every day.
• Start with morning with prompt – “what do we do first, follow it up then or after that----- make them visualize in their heads based on the reflections from the creche visit observations. They should share in sequence – scope for minor deviations from center to center can be accepted.
• Facilitator should take them through morning to evening in the sequence and correct or clarify if any deviations found in sharing.
• After facilitator has taken them through their reflections and sharing. Show them the Video on the screen. Facilitator says, “Now let’s see a glimpse of what all a caregiver has to do at the center in the video.” Share the disclaimer “You may not see everything here or you may see something new here.” Play the video.
• Post video- facilitator should take up any clarification questions if any.

• Facilitator highlights some roles and responsibilities beyond what are discussed above like i. Participating in CMC Meetings.

  ii. Sharing information with the parents, guardians and community members whenever needed, particularly for growth monitoring.

  iii. Supporting in Growth monitoring, etc.

Step 5: Communication Channels (5–7 minutes)

a) Facilitator highlights the importance of communication and channels in place

• Facilitator asks – “If anything happens at the creche what you will do and who will you reach out to (agar Shishu Ghar me Kuch hota hai to aap kya karenge and kisko pahle batayenge?” Seek responses.
• Emphasize, in any case, first to be informed is the Creche Supervisors – Bhaiya Didi.
• Based on what Bhaiya, Didi says you may have communicate with various persons in the village – some time to PRI members, Anganwadi workers, ASHA workers, Parents, etc. for various needs.
• In case, Bhiaya, Didi are not reachable, for any health emergency, reach out to Anganwadi workers, ASHA workers for help and support and guidance.

Step- 6 : Consolidation (10 Minutes)

Facilitation Note – what facilitator says and does

• You all now understand what the needs of the children are.
• You understand how these needs are met at the creches.
• Ask – “Who ensures these needs are met at the creches?” Seek Responses – expected answer is- we – the caregivers.
• So, who is most important person in a creche? Whose responsibility is to ensure children are very well taken care of? – We- the caregivers.
• Therefore, we have this training planned for you to help you understand everything properly. We are here to support you. You have Supervisors, coordinators and others to help and support you always.
• You are the most important person who will ensure everything at the Shishu ghar.

Session 6–Safety & Security at Creches

Duration: 90 mins

Objectives: To emphasize the importance of safety and security practices in creche centers through discussion and visual learning.

Mode of Facilitation – Role Play, Demonstration, Reflections and Discussions

Materials Needed:

• Chairs for musical chair game
• For Demos – Toys, Vegetable chopper, plates, knife, vegetables, cooker, chocolate/ toffee or cookies.

Preparation: Members from the partner Organization should be briefed about it on the evening of Creche Visit (Day-1) about this role play. Very small demos on various aspects as mentioned below.

Step 1: Fun activities – You may play any one from the two listed below. (15-20 Min)

• Start with musical chairs game.
• Get everyone in a big circle.
• Arrange chairs in a circle- seating space towards outside keep at least 3-5 chairs less than the number of participants. Remove 2 chairs in follow up rounds until there are 3 participants. Then remove 1 chair each round from here on.
  – Counting with snap and clap - In case chairs are not available, you can play counting games.
• Get everyone in the circle – tell them that we are going to count 1-50. Quickly get them to count 1-50 in chorus together.
• Facilitators explains the rules – on count of number with 5 at the end like – 5, 15, 25, 35, 45- we will not count or say the number loud – instead we will snap (chutki bajayenge- demo)- if you say but not snap, you are out of the game.
• On count of numbers which has 0 at the end like 10, 20, 30, 40, 50- we will not count the numbers or say the number loud, instead we will clap. If you say the number but do not clap, you are out of it
• Whenever, anyone fails to snap or clap, the counting starts from the beginning from person next to who missed snapping or clapping.
• You may practice this once and then begin – let everyone count loud and keep the pace faster.

Step 2: Demonstrations or Role Play of Safety and Security at a Creche (30 Min)

• Facilitator enquires about how they liked the game and then sets them up for the next session which is about Safety and Security at the creches.
• Facilitators refer to the demo and role play table mentioned above and sets up the space for demos with required members.

Step 3: Facilitator Presentation/Video/PPT: Key Safety Areas (30 minutes)

• Apart from what were demonstrated above, highlight some other major safety related measures taken at the creches through some images. Use PPT for the same. In places where PPT is not possible, you can get the same images printed in appropriate sizes for use.

• We can highlight some of the major Safety and Security related processes mentioned below: a) Safe entry and exit points – Safety gates (Iron, wood) at kitchen, main door and outer entrance (Fencing gate), Fencing – various real images with varieties can be shared (bamboo, green sheets, GI Wires, etc.)

  b) Kitchen safety – Closer of the safety gate- always, knives kept at height, things arranged, regulator put off after use, clamps on both ends, well ventilated, proper containers for grains and groceries.

  c) Supervision during play- One caregiver always with children, any physical play to be done by both caregivers together.

  d) Safe toys and materials – small size toys (which can easily be put inside the mouth) not be given, squeezy balls and fluffy ducks to be used, sharp objects should not be given, broken toys to be removed.

  e) First aid and health precautions – Updated First aid box, should not give any medicines to children, only ORS to be given if needed, first aid only in case of external minor injuries, first call to ASHA, AWW, Supervisor. Harmful objects should be kept away, rocky areas to be avoided for play.

  f) Clean drinking water and safe food storage- Water should not be served at the time of eating, when needed to be given. Proper storage of food.

Session 7–Consolidation

Duration: 45 mins

Objective

To reinforce learning by revisiting key takeaways from all previous sessions, with focused emphasis on core themes.

Steps for Facilitation

• Open sharing: Encourage participants to voluntarily share insights from each session.
• Facilitator may start from first session so that it is easier for the participants to reflect and share. This may start as- how did we start the day? What did we do first, etc.
• Some important points should be reemphasized even if covered in the reflections from the participants. Some of them are – 6 Needs of the Children, Why Creches are needed, what do we do at the creche, what are the major roles and responsibilities of the caregivers- you may include some dos and don’ts – like- should we shout at children, leave cooker near the children, cut vegetables near children, etc. some major safety and security measures at creches- closer of safety gates- all time, harmful objects away from children, etc.
• Take the call according to the time available. Do not force or stretch beyond as most of things would come again in following days.
• Facilitator may close the day with a Baalgeet or any activity of his/her choice to end the day on high note.