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Child-to-Child Approach
Posted Date : 06-01-2016 [23]
   What does Child-to-Child mean? 
Child-to-Child is one of the modern educational approaches based on children active participation in their own learning . Through this approach, children of school age are taught and encouraged to concern themselves with the health, welfare and general development of their younger brothers and sisters and of other younger children in their communities. 
 
  Who founded this approach?
The first Child-to-child program started at the University of London. Initially, teachers and doctors from the institutes of Child Health and Education, working with colleagues from all over the world, developed many of the ideas and activities included in health. Since Child-to-child was launched in 1978, its ideas and activities have spread very widely, and have been taken up in more than 70 countries, translated in 15 languages. 
Child-to-Child approach was created based on the main ideas below:
- Health is everyone concern, not just that of doctors or other health workers. Children have just as much responsibility as adults to keep themselves healthy and stay healthy.
- Health is a very important part of every child's education. 
- The most important way of remaining healthy is to prevent illness from taking place. There are simple things which all of us, children and adults, can do to help getting better. There are also important signs of illness which can be easily learned in order to recognize it. 
- Health does not only mean being well in body. It is meant having a bright and active mind, and a happy, healthy life. 
 
The CtC principles:
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); 
Recognize the role of children as citizens and community members in contributing to the health 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 fulfillment 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. 
The CtC characteristics:
The Child-to-Child approach:
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 behaviors 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, empathize 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 developments of the children implementing activities are as important as those of children with whom they are working (e.g. older children working with pre-school children). 
 
The Child-to-Child approach links children's learning (in or out of schools) with their lives (home and community) so that knowledge translates into behaviour and action . 
 
The Six Steps of Child-to-Child Approach
 
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