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Instilling courage, health and confidence among children in institutional care

Home / Blogs / Instilling courage, health and confidence among children in institutional care

Instilling courage, health and confidence among children in institutional care

What are the most important things that a child needs to secure a good future for itself?

It would not be surprising if the answers include good health, a nurturing and caring family, education, values, opportunities and a safe, positive learning ecosystem. No doubt all of these are important and yet, there are many in our society and the world at large who are deprived of these for various reasons. In fact, there are many children who witness conflict within and outside their families, risky situations, neglect and injustice. And when a child’s impressionable mind witnesses all these, one can only imagine how it affects its sense of confidence, self-worth and ability to grow.

With the United Nations Convention on the Rights of the Child (UNCRC) as well as India’s Juvenile Justice (Care and Protection of Children) Act asserting that the institutionalization of children may be used only as a measure of the last resort, we are unfortunately faced with the situation of having many children staying in institutional settings. Child Care Institutions (CCIs) are an important component of the child protection system with different kinds of ‘Homes’ housing children from different circumstances and having different needs. And while they do provide care and protection, the institutions may not necessarily be the best learning ecosystem for a child’s holistic development.

Makkala Jagriti’s motto: Where a child is born should not limit how far it should go perhaps applies most critically to children in institutional care and has inspired the organization to engage with CCIs towards providing holistic learning and development opportunities to the children staying there. Using the SPICE model – an approach and curriculum that covers the Social, Physical, Intellectual, Creative and Emotional development aspects – MJ’s facilitators have been engaging with the children in CCIs through activities and experiences since 2007 with the support of the Department of Women and Child Development, Government of Karnataka.

When the pandemic struck in 2020, the learning and exposure opportunities for children in CCIs were severely limited. This prompted a partnership with the Department and the launch of a special initiative to virtually engage with children of CCIs across the state. Entitled Project Ullasa, the initiative involved creating and sending lessons and activities for engaging children in CCIs every day, conducting live online activities with children on topics of their interest and well-being and empowering the staff of the CCIs for qualitatively better engagement with children through online workshops and sessions every fortnight. More than 2 years on, Project Ullasa continues to this day with regular online activities for children and staff of CCIs.

Project Ullasa has provided many first time and unique experiences to the Children of CCIs. One such of the unique activities in this project has been conducting online Taekwondo classes for children in CCIs in partnership with Bhairavi.

Bhairavi (Bhairavi.org.in) is a social initiative that is on a mission to empower underprivileged children with the tools and techniques to lead lives of confidence, dignity and health through the martial art of Taekwondo.

The heart and hands behind the initiative include Ved, and his elder sister Neha, who, deeply felt from a young age that they are a privileged minority and there are large numbers of vastly less privileged children. They started Bhairavi in 2013 when Neha was barely in her teens and Ved was less than 10 years. Since they had been training in Taekwondo, they saw the opportunity to empower marginalized children through teaching them this martial art. Neha and Ved started teaching, along with support of their Taekwondo master, in government schools in partnership with Makkala Jagriti before expanding the engagement to other spaces.

In August 2021, when the shadow of the pandemic was still not fully lifted from our lives, Makkala Jagriti partnered with Bhairavi to provide Taekwondo sessions to children in child care institutions online – a truly unprecedented experience in every sense. Project Ullasa was the perfect vehicle to launch the initiative and the support from the Directorate of Child Protection to ensure that the program is carried on forthwith was exemplary.

There were some initial challenges – getting a suitable time-slot that suited most CCIs, internet connectivity issues, apprehensions from some of the CCIs whether the knowledge of martial-art would be abused, etc. There was apprehension about teaching the children online itself because of limited exposure of children to this medium. However, over a period of time, things settled down and a regularity or participation kicked in.

Maria Ashwini Prathima Senior Coordinator, Makkala Jagriti says “…we were unsure of how the CCIs, and children would respond to the sessions… we are now seeing that the children are taking leadership in handling the sessions”. Part of the reason for the success of the program is that Ved and Nagarjuna introduced fun elements such as music, dance, encouraging children to lead sessions and so on. This was to keep children better engaged; but equally to make this an hour of fun learning recognizing the beneficial effect it would have on the mental mood and morale of the children especially in the tough Covid times where children had almost no social and physical activities.”

Consistency is the key. Ved along with Master Nagarjuna of Asian Taekwondo Academy have been taking the weekly 1-hour virtual class consistently so that it has become ingrained in the time-tables of the CCIs. Week after week went by and in August 2022, we had completed a year of the intervention, with many children and Child Care Institutions continuing to participate regularly and enthusiastically.

The sessions were extremely useful to children in the pandemic times as it helped them release their stress levels while developing confidence and good health. Along with other live activities under Project Ullasa, this has also contributed to the sense of community among children in CCIs as they see other children like themselves on the screen. Especially in the pandemic, this was very important to alleviate their sense of isolation and a sense that their world is not limited to their own CCI.

Ms. Kavitha S, a senior officer in the Directorate of Child Protection says “From the last 1 year, Taekwondo classes have been conducted for children of CCIs as part of Project Ullasa. This has really helped children in maintaining their physical health and self-defense. All the participating children have shown great interest in learning this martial art. Most children have expressed that this program should keep continuing and not be stopped for any reason.”.

We are happy to see the children reflect upon their experience and share how Taekwondo is not just a physical activity but a means to help them feel more confident and develop a good attitude towards health.

“I like doing Taekwondo as it makes me happy, relaxes my mind and I can also revolt in case of injustice” – Ruchi (name changed), 8th standard.

Never missing an occasion to celebrate, on the 9th of September, 2022, Makkala Jagriti and Bhairavi with the support of the Directorate of Child Protection organized an online event to appreciate more than 700 children across 37 institutions in 17 districts who have been consistently participating in the sessions. The children were awarded certificates of appreciation and we are sure they will treasure it and it will be an inspiration for others.

Team Bhairavi as well as Makkala Jagriti are thankful to the Directorate of Child Protection, Govt. of Karnataka for the opportunity to touch the lives of thousands of children in a unique and impactful way. According to Ved and Nagarjuna: “When we hear from children like Ruchi, and realize the impact we are having is not only on their physical and mental well-being, but also providing them the confidence to demand and create an equitable society in the future, it feels deeply satisfying and joyous!”. It certainly inspires Makkala Jagriti as well to put all its efforts to ensure continuity of the initiative in the long run.

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anganwadi school near me

How the education of one girl can impact generations ahead

Both of Mercy’s parents worked in the unorganised sector, who could not afford her school fees. She joined Makkala Jagriti Learning Centre at the age of 11, and always found the facilitators to be warm, welcoming and encouraging. Makkala Jagriti also supported her to pursue her education.

“We had a lot of freedom to explore our interests and talents. They taught us life skills and values. It was a new world for me.”

– Mercy

Through the Yuva Jagriti career guidance programme, Mercy received the right kind of insight and encouragement that led her to pursue a degree in Commerce, that too through a merit seat. Being the first girl in her family to study that far, she set an example in her community and made choices that allowed her to move beyond the circumstances that she was born into. Mercy now works in a reputed bank and is among our celebrated many who not only made a difference in their own lives but continue to do so in that of others.

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Turning a Misguided Youth into a Community Leader

Prabhu was a teenager when the old, dilapidated building in which his family lived collapsed, leaving them without a home. While they were still grappling with the situation, Prabhu lost his father, the sole earning member of the family. Unable to process his difficult circumstances, he found strength in hanging around with his friends, who often indulged in gang wars and all forms of abusive behaviour.

Prabhu was a shy yet playful boy when he joined the Yuva Jagriti centre at the age of 15. He expressed, “I feel I am at crossroads, not sure which road to take”. Following our support and guidance, he decided to pursue an internship at Makkala Jagriti. He was entrusted to work with children from Shelter Homes. Today, Prabhu is a sought-after Creative Facilitator and Coordinator at Makkala Jagriti, managing three Community Centres. A silent yet sound performer, he brings in diverse and highly creative ways to engage children and help them learn and grow.

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From a 10th Std. dropout to a World Taekwondo Champion

Murali lived in Bengaluru with his brother, while his parents lived in a village in Tamil Nadu. After his 10th grade, he lost the interest and inclination to study further. When he joined Yuva Jagriti, he started learning Taekwondo at our centre, which helped him become calmer and more focused. He also showed immense capacity to work with children, especially in the areas of sports and creativity, and this landed him an opportunity to work with Makkala Jagriti. Alongside his work, he pursued Taekwondo and competed at the District, State and National levels. He won a number of Gold Medals.

Today, Murali is an accomplished Taekwondo instructor, teaching at many schools in Bengaluru. He brought great accolades to the Nation when he won two bronze medals at the World Taekwondo Championship in Korea in September 2017.

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Breaking the language barrier for migrant children

Barnalli, a seventh grade student at Government Primary School, Somasundrapalya, is a child of migrant parents from Assam. Unable to speak the local language, Kannada, she found it difficult to adjust to school and struggled to mingle with other children.

“When you are new to a place and don’t know anyone, it is hard to fit in. She didn’t have any friends in school.”

– Barnalli’s mother

Makkala Jagriti’s language development program came to her rescue.

“Although I was in a higher grade, the HDLC facilitator taught me Kannada right from the basics. The different activities and sessions helped me grasp the language easily and quickly. Over time, Kannada moved from being just a new language to my favorite subject. Learning Kannada helped me enjoy school a lot more. I became a class leader and also started representing the school in inter-school competitions!”

– Barnalli

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Equipping parents to become positive influencers

Manoj, a 12-year-old boy, hails from a family of garment workers who had migrated from Andhra Pradesh. On moving to Bengaluru in 2018, he joined the Government Primary School in Ulsoor. The drastic change in his environment and culture left him feeling withdrawn and fearful. He refused to speak or participate in any school activity. Over time, he confided in our HDLC facilitator about feeling neglected by his parents in such difficult circumstances.

Manoj’s mother was invited to participate in Makkala Jagriti’s parents’ workshop. The two-day residential workshop allowed her to reflect on her own mindset, biases and relationship with her son. At the end of it, she made a conscious decision to work on rebuilding and restoring her relationship with Manoj. At school, our facilitator noticed that this had a direct impact on his performance. He became more participative and improved in his academics. Manoj later shared with the facilitator that his relationship had become more harmonious and positive with his mother.

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Nammoora Anganwadi

We have seen great transformation take place when parents and community members are involved in shaping learning spaces for children and understand the importance of preschool education. The Anganwadi at Katamnallur, Bengaluru, transformed from a dull space to a vibrant and colourful learning centre, where children love to visit every day and parents and community members gather to participate in various activities.

“When we started our intervention, we saw that the environment at the Anganwadi was not safe or conducive for children. Although the community could contribute to the Anganwadi’s development, there was a major gap between the community, local leaders and Anganwadi teachers.”

– Gouri, Coordinator

Through community celebrations and fun events, we involved community members in the Anganwadi activities. As their participation grew, their understanding about the significance of early learning and development also increased and they readily contributed to the centre’s development.

“Community involvement in Anganwadi is so important. Inspired by Makkala Jagriti’s work, we saw the community, parents and Bala Vikas Samithi members come together and show greater ownership towards the Anganwadi.”

– Subramanya Swamy, Doddabanahalli Gram Panchayat Member

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A Library with Toys!

In an effort to ensure that every household in the Anganwadi community had access to child-friendly learning materials, we started a novel initiative called ‘Toy Library’, which allowed parents to borrow toys and learning resources for their children.

“The Toy Library has been very useful for children. Whatever we teach at Anganwadi, they can continue learning at home independently. Parents also feel more equipped to engage their children at home. No wonder, within just two months of its launch, over 100 toys were borrowed from our Anganwadi.”

– Bhavya, Anganwadi teacher

The Toy Library concept was welcomed by the community and the time spent on learning at home increased!

“My child always preplans what he’d like to take home from the Toy Library. He has also become very responsible in maintaining the toys because he knows he must return them! In the past 3 months, we have borrowed 20 times already.”

– Shwetha, Parent, Vijayanagara Anganwadi, Doddaballapur

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Empowered Teachers Create Better Learners

To ensure children get quality pre-school learning opportunities in the Anganwadi, we empower the teachers and helpers through enhancing their knowledge, skills and attitude towards early learning and development.

“Through Anganwadi trainings, I have changed in a positive way and gained confidence about myself – especially in terms of catering to all domains of early learning. I have even started making learning materials by myself to teach children”.

– Nirmala, Anganwadi teacher, Rojipura

We train teachers and helpers on experiential learning methods that can be practiced at their centres. We also organise Mothers’ Meetings and regular mentoring visits to provide on-the-job support and guidance to teachers. Anganwadi helpers are empowered to become co-teachers and have an important role in the children’s learning process, thereby not confining them to just cooking and cleaning.

“I was used to just cooking and cleaning in the Anganwadi and did not do much else. However, after I attended the ECCE trainings, I realized I had a lot of potential and could engage and teach the children just like a teacher. Now, when the teacher is absent, I engage children in preschool learning activities.”

– Rukmini, Helper, Jyothinagar Anganwadi

From giving little time to learning, to prioritizing pre-school learning and spending more quality time with children, Anganwadi teachers and helpers have come a long way.