Upload
others
View
13
Download
0
Embed Size (px)
Citation preview
_A Practical Facilitation Handbook CHAST – Children’s Hygiene and Sanitation Training
Prepared by Esther Lowe, Nairobi, 2012
Based on original CHAST country specific guide for Somaliland and Somalia by Michael Bockhorn-Vonderbank, Esther Lowe and Abdi Aden (2004) and successive CHAST country specific manual for Southern Sudan by Esther Lowe and Julie Nandawula (first edition, 2008) and Dickson Omosa and Vincent Oluoch (second edition, 2010).
© Caritas Switzerland/Caritas Luxembourg, 2012, Second revised edition
A total or partial use of these materials is permitted only upon written permission by Caritas Switzerland/Caritas Luxembourg, New Rehema House, Westlands, P.O. Box 14954-00800, Nairobi, Kenya, [email protected]
Cover photo: Tanzania, Christoph StulzPhotos: Annatina Jäckle, Andreas Schwaiger, Susanne Peters, Christof Stulz, Sabine SchildIllustrations: Caritas Switzerland/Caritas Luxembourg Design Concept: Caritas Switzerland, Layout: Grafikbar, Lucerne
Acknowledgements
ThisCHASTmanualisapracticalguidewithstep-by-stepinstructionsonhowtoimple-mentthehands-ontoolsdevelopedfortheChildren’s Hygiene and Sanitation Training
programme.TheCHASTmethodologywasdevelopedbyCaritasinSomalilandbetween2002and2003.Thedevelopmentofthemethodologyandfirsteditionmanual(2004)wassupportedbytheEuropeanUnionandtheGovernmentofLuxembourg.ThecurrentmanualisbasedontheoriginalSomaliCHASTmanual(2004)andtheadaptedversionthatisusedbytheCaritasprogrammeinSouthernSudan(firstedition2008,secondedition2010).
Afterthespecificcountryversions,CaritashasnowproducedageneralguidethatcanbeusedforsettingupandimplementingCHASTprogrammeselsewhereintheworld.Toolscaneasilybeadaptedtocontextualisethemethodologytothelocalsituationsinothercountries.
OurgratitudegoestoalltheCaritasstaffintheSouthSudanandSomalilandcountryofficesandtheliaisonofficeinNairobifortheirassistanceinandcontributionstothedevelopmentofthemethodandthemanual,sincethefirstinitiativesin2002.
Secondly,wewouldliketothankallCaritaspartnerorganisationsandotherstakeholderswhocontributedinonewayoranothertothesuccessofthisprocess.
Weencouragereplicationofthecontentofthismanual.However,wewouldliketobeinformedaboutanyfurtheruseofthematerialforexperiencesharing.
Thankyouall!
CaritasSwitzerland/Luxembourg
Nairobi,June2011
1
Table of Contents
Part I: Introduction to CHAST 5
Introduction 6 Children’sHygieneandSanitationTraining 6 HowCHASTWorks 7 UsingtheCHASTGuide 8 HowtheGuideisOrganised 9 Toolkit 9
The CHAST Methodology 10 CHASTStepsforLowerPrimarySchool 10 CHASTTopicsforUpperPrimarySchool 12 SchoolHealthClubs 13
CHAST Tools 14
CHAST Facilitation 18 TheroleoftheFacilitator 18 MethodsofFacilitation 19 CourseDuration 20 PreparationofSessions 20 MonitoringandEvaluation 21
Part II: Step-by-step CHAST activities for lower primary school 23
Step 1: Introduction 24 Activity1.1:Introductionofparticipantsandcharacters 24 Activity1.2:Everydaystories 26 Activity1.3:Initialevaluation 28
Step 2: Problem Identification 30 Activity2.1:Goodandbadhygienepractices 30
Step 3: Problem Analysis 33 Activity3.1:Memorisinggoodandbadhygienepractices 33 Activity3.2:Howgermsarespread 36 Activity3.3:Germsarespreadbyflies 38 ScriptoftheFliesRole-Play 39
2
Step 4: Practising Good Behaviour 41 Activity4.1:Blockingtheroutesofgerms 41 Activity4.2:Handwashingexercise 43 Activity4.3:Toothbrushingexercise 45 Activity4.4:Latrineuseexercise 47 Activity4.5:Facewashingexercise 48
Step 5: Measuring Change 49 Activity5.1:Finalevaluation 49 Activity5.2:Closingceremony 49
Part III: Step-by-step chast activities for upper primary school 51
Topic 1: Clean is Beautiful 52Topic 2: I Drink … Safe Water 54Topic 3: Going To the Latrine 57Topic 4: My Beautiful School 59Topic 5: Germ Free Food 61Topic 6: How to Prevent Diarrhoea 63
Part IV: School Health Clubs 65
Guidelines for School Health Clubs 66 Introduction 66 TheStructureofaSchoolHealthClub 66 RolesoftheSHCmembers 66 ObjectivesandActivitiesoftheSchoolHealthClub 68 AdvantagesofusingSchoolHealthClubforhygienepromotion 68
Part V: Preparing the Materials 69
Preparing the CHAST Materials 70Materials needed for Lower Primary School 71Materials needed for Upper Primary School 75
References 76
TableofContents3
Part I:Introduction to CHAST
Introduction
Children’s Hygiene and Sanitation Training
TheCHASTapproachhasbeendevelopedbyCaritastopromotegoodhygienebehav-ioursamongchildren.Itisbaseduponthewell-establishedParticipatoryHygieneandSanitationTransformation(PHAST)approachthattargetsadultsusingtheprinciplesofadultlearning.CHASThoweverusesavarietyofexercisesandeducationalgamestotargetchildrenagedbetweenfiveto15yearsandtoteachthemaboutthedirectlinksbetweenpersonalhygieneandgoodhealth.Thechild-to-childapproachextendstheusualdefinitionoftheterm,ensuringthatchildren’strainingonhygieneandsanitationwillalsohaveanimpactontheirfamilies,peersandevenfuturegenerations.
Bygivingchildrenpracticallessonsandtipsonmeansofimprovingtheirowncleanliness
andhygiene,CHASTaimstocreateaneffectivechannelfordeliveringthesemessagesdirectlytolocalhomes.Thismanualisdesignedtoprovidecommunityworkers,teachersandotherfacilitatorswithadetailedmethodologyforChildren’sHygieneandSanitationTraining(CHAST),togetherwiththestep-by-stepinstructionsforfacilitatingeachsession,exerciseandtheaccompanyingfacilitationtools.Themethodusesdifferenttoolssuchasposters,puppetsandroleplays.Theensuingexercisesseektodeliverfundamentalhygienelessonsandinformationinafunandmemorableway.
CHASToriginallygrewoutofaseriesofsessionsheldwithschoolchildreninSomalilandin2002,duringwhichtheexercisesandlessonsofPHASTwerereviewedandadaptedtosuitthespecificneedsandunderstandingofchildren.Havingbeensuccessfullyimple-mentedinSomaliland,themethodologywasthenadaptedtouseinotherplacesamongthemSouthSudanandEthiopia.ThiswasachievedbytailoringittothelocalhygieneandsanitationneedsofSudanesechildren.Thisnewversionisbasedonthelessonslearntfromdifferentcountriesandismeanttobeusedasagenericmanualanywhereintheworld.
6
How CHAST Works
CHAST isbasedontheprovenpremisethatpersonalhygienepracticesareusuallyacquiredduringchildhood–andthatitismucheasiertochangechildren’shabitsthanthoseofadults.BecausethePHASTapproachwasinitiallydesignedforadults,ithasbeencarefullyrevisedandadaptedtosuittheneedsofchildren.Itfollowsalearnerorchild-centredapproach:
“Tell me, and I forget” “Show me, and I may remember” “Involve me, and I will understand”
Whilechildrenhavelessknowledgeandexperience,fewerresponsibilitiesandadifferentconceptionoftimeandthefuture,theyarealsonaturallyinquisitiveandeagertolearn.TheCHASTapproachtakesadvantageofthesenaturalattributesandfocusesonthedevelopmentoflifeskillsbeyondtheinitialaimofhygieneandsanitationtraining.
CHASTencourageschildrentoactivelyparticipateinopendiscussionsand,whereverpossibletosharetheirexperiencesandideaswiththeirpeers.ThreecharactersRuby,NaughtyandSmartyhavebeencreatedtoencouragechildrentospeakoutonspecificsensitivetopics,whileapuppetnamedDollyispassedaroundtoencourageyoungorshierchildrentotakepartinthediscussions.
IntheCHASTexercises,childrenareencouragedtoworkindependentlyinpairsorinsmallgroups,andthentopresenttheirthoughtsandfindingstothelargergroup.Aboveallelse,CHASTtoolsaremeanttobefun–involvinggames,exercisesandroleplaysthatpromptthechildrentodiscussandgenuinelyunderstandthekeyissuesrelatedtopersonalcleanlinessandhygiene.
Theprocessofbehaviourchange isdependentonseveral factorsandhygieneandsanitationawareness is justoneof them.Theknowledgeofgoodhygienepracticeswithoutappropriatephysicalinfrastructurelikesanitationfacilitiesandwatersourcesmaygreatlyhindertheprocessofadaptinggoodbehaviours.
PartI:IntroductiontoCHAST7
Using the CHAST Guide
ThisCHASTguideisdesignedtobecomeaninstructivemanual.EachoftheCHASTsessionsisdescribedindetail,togetherwiththeaccompanyingtoolsandexercises.
Beforeusingthisguide,youmusthavereceivedtrainingintheCHASTmethodology.Aftertraining,theguidewillserveasareminderofhowtofacilitateeachactivity.Onceyouhavebecomefamiliarwiththesequenceofactivities,youwilldependlessontheguide.TheguidemayalsobeusefulforProgrammeOfficerswhoareresponsibleformonitoringandevaluatingCHASTprogrammes.
Beforeyoubeginworkingwiththechildrenyoumust: —Readthroughtheentireguidecarefullyandmakesurethatyouunderstandthepurpose
ofeachactivity —ReadPartV,payingparticularattentiontothelistofsampledrawingsandothertools
fortherespectiveactivities —Findanartisttodrawthesepicturesforyou.Makesurethescenesandpeoplethey
containwillappearfamiliartothecommunitywithwhomyouwillbeworkingwith —Gathertogetherallthematerialsyouwillneedfortherespectiveactivitiessuchas:the
posters,stickytape,pins,puppets,etc. —Practicetheactivitieswithfriends,colleaguesorfamilymembersbeforeyouimplement
themwiththechildren.
8
How the Guide is Organised
PartIgivesanintroductiontotheCHASTmethodologyandhowtousetheguide.PartIIexplainsindetaileachandeveryactivityoftheCHASTsessionsforlowerprimaryschoolclasses.PartIIIelaboratesontheactivitiesthatcanbeusedinupperprimaryschool,whilepartIVexplainshowtheselessonscanbeinstitutionalisedthroughtheestablish-mentofSchoolHealthClubs.PartVgivesinsightinthedevelopmentofyourownCHASTtools,andwhatisneededforthedifferentactivities.
Toolkit
PartVprovidesguidelinestohelpyouprepareasetofyourowntoolsaswellassamplelistsofthetypesofposters,cardgamesandpuppetsthatyouwillneed.Pleaseremem-berthattheselistsareprovidedasaguideonly–toolkitsmustbedevelopedwithdraw-ingsthatmatchthepeopleandenvironmentyouwillbeworkingin.Thecustoms,religion,class,draw,interpersonalrelationships,lifestyle,typesofactivities,buildingsandfacilities(suchaswatersourcesandtoilets),vegetationandanimalsshownshouldbelikethoseofyourgroup.
PartI:IntroductiontoCHAST9
The CHAST Methodology
TheCHASTapproachisbasedonthreedifferentmethodologies: 1. ParticipatoryCHASTsessionsforlowerprimaryschoolchildren 2. WASHrelatedlearningactivitiesforupperprimaryschoolchildren 3. EstablishmentofSchoolHealthClubs
Allmethodsaredescribedinthechapterbelow,withdetaileddescriptionsofeachstepandactivityinPartII,IIIandIVofthismanual.
CHAST Steps for Lower Primary School
Themethodologyconsistsoffivestepsinwhichvariousactivitiesandtoolsareemployedtoreinforcehygienemessages.Thestepsare:
1. Introduction 2. Problemidentification 3. Problemanalysis 4. Practisinggoodbehaviour 5. Measuringchange
Thestepsaredesignedinsuchawaythataschildrengothroughthedifferentsteps,theybuildtosteadilyincreaseawarenessandlifeskillsonimportanthygieneandhealthissues,withtheaimtoimprovetheirwell-being.
Step 1: Introduction Thisstep ismeant tobean icebreakerandallowschildren tobecome familiarwith
facilitatorsandthemethodstheywillbeusing. Duringthefirstactivity,theintroductionoffacilitatorsiscombinedwiththeintroduction
ofchildren,theobjectivesofthecourse,thethreeCHASTcharactersandthedifferenttoolsusedinthedifferentsessions.Thesecondactivityallowschildrentoreflectontheirdailylivesbytellingstorieswiththehelpofpictures.Tomakeitmoresuitableforchildren,thestorytellingcanbelinkedwiththecolouringofdrawings.Aninitialevaluationexerciseneedstobedoneonthechildrentounderstandthe‘baseline’situationsothatoncetheyaretakenthroughthewholeCHASTprocess;theoverallimpactcanbeassessedintermsoftheknowledgegainedduringthetrainingandmeasuretowhatextenttheirhygienebehaviourshavechanged.
Step 2: Problem identification Thisactivityfocusesonidentifyingthecommonsanitationandhygienepracticesthat
mayimpactpositivelyornegativelyonourhealth.
Step 3: Problem analysis Thefirstactivityisarevisionoftheproblemidentificationtorecallwhatwasdiscussed
previously.Itisperformedasacardgame:Memorygame.Thesecondandthirdactivi-tiesgiveanexplanationofsomeofthecommonhygiene-relateddiseasesthatchildrencansufferfromandhowtheyaretransmitted.
10
PartI:IntroductiontoCHAST11
Step 4: Practising good behaviour Thisstepdemonstratesdifferentactionsforblockingthespreadofdiseases,andcon-
centratesontrainingingoodhygienebehaviourscombinedwithsongs.Alltheactivitiesconnectknowledgeaboutthespreadofdiseasesandtheirpreventiontotherelevanthygienicpractices.Practicalexercisesinsmallgroupsarecarriedout.
Step 5: Measuring change Justlikeatthebeginning,anevaluationexerciseneedstobedoneonthechildrentaken
throughtheCHASTprocesstoassesstheimpactintermsoftheknowledgegaineddur-ingthetraining.Thefollow-upshouldprovetheimpactoftheCHASTtrainingandprovidesuggestionsonhowtoimproveitsmethodsandtools.Furthersystematicassessmentusingconventionalandparticipatorytoolsshouldbeconductedtogetindepthunder-standingoftheimpactonbehaviourchangeandprovidesolutionstoemergingproblemssuchaslackofsanitationfacilities.
Duringthefinalsession,alloftheparticipatingchildrenreceiveanawardforgoingthrough
thetraining.
The framework for Children’s Hygiene And Sanitation Training for lower primary schools
1. Introduction
2. Problem
Identifi cation
3. Problem
Analysis
4. Practising Good
Behaviour
5. Measuring
Change
1.1 Introductionofparticipantsandcharacters
1.2Everydaystories
1.3 Initialevaluation
2.1 Goodandbadhygienepractices
3.1 Memorisinggoodandbadhygienepractices
3.2Howgermsarespread
3.3Germsarespreadbyflies
4.1 Blockingtheroutesofgerms
4.2Handwashingexercise
4.3Toothbrushingexercise
4.4Latrineuseexercise
4.5Facewashingexercise
5.1 Finalevaluation
5.2Closingceremony
1.1PostersofcharactersandPuppetDolly
1.2Postersofeverydaystories
1.3Pocketchart
2.1 Two-pilesorting
3.1 Memorycards
3.2Shortstory
3.3The‘flies’roleplay
Alluse:
–Posters
–Practicalhygienedemonstrations
–Roleplays
–Songs
5.1 Pocketchart
5.2Awards
Steps Activities Tools
CHAST Topics for Upper Primary School
InadditiontothethreemainhygienethemesidentifiedbytheWorldHealthOrganization:(1)handwashing,(2)keepingwatersourcescleanand(3)safedisposaloffaeces,twoadditionaltopicswereidentifiedtobeofimportancefortheolderschoolchildrentolearnabout:(4)safestorageofdrinkingwaterand(5)theimportanceofkeepingtheenviron-mentclean.Supportingtheideathatupperprimaryschoolchildrencantakeresponsibil-ityforminimizingtheirexposuretodiseaseandsickness,thefocusofthisCHASTcom-ponentisonthefollowingtopics:
Topic Tool & Activity
Topic1:
“Clean is Beautiful”
Song:Singingabouthandwashing
Group discussion: Whatwillhappenifwedonotwashourhands?
Demonstration:Handwashing
Drawing:Atwhattimedowewashyourhands?
Topic2:
“I Drink … Safe Water”
Group discussion: Aboutfetchingwater,andthecleanlinessofwater
Exercise and expert presentation:Makealistofdiseasesthatcanbespreadthroughunsafewater.Healthworkervisittodiscussdiseasesymptoms,transmissionandhowtheycanbeprevented
Environmental walk:Observeyourwatersources
Drawing:Oncethewaterisdrawnfromthesource,howdowekeepdrinkingwatersafefromcontamination?
Group discussion:Discusswiththechildrenthefollowingactionstoimprovetheirhealth
Topic3:
“Going to the Latrine”
Group discussions:— Whyisitimportanttouselatrines?
— Howcanfliestransmitdiseases?
— Whydosomepeoplenotusealatrine?
Environmental walk: Visittheschoolfacilities
Topic4:
“My Beautiful School”
Group discussions:— WhatdifferencesdoyouseebetweenschoolAandschoolB?
— Whyisitimportanttoputourrubbishinabinorgarbagepit?
— Solidwastemanagement
Setting up School Health Club:HowtosetupaSchoolHealthClub
Topic5:
“Germ Free Food”
Group discussions:— WhatarethedifferencesbetweenpictureAandB?
— Whyisitimportanttocovercookedfood?
Story telling: Myfavouritefood
Exercise:Washinghandsbeforeschoolmeals
Topic6:
“How to Prevent Diarrhoea”
The F-diagram:Diarrhoealdiseasetransmission
Group discussions:— Whatarethesymptomsofapersonsufferingfromdiarrhoea?
— Howcantheabovementionedroutesoftransmissionbeblockedtopreventdiarrhoealdiseases?
12
School Health Clubs
TheSchoolHealthClubisoneofthesignificantinstrumentsforsustainingthedesiredhygienebehaviourchangeamongschoolchildren.AsacomplimentarytotheCHASTmethodology,itservestocarryonwiththehygienemessagesevenafterthecompletionoftheCHASTtrainingsessions.Italsoservesasavehicletoreachtothechildrenwhodonotcome to theschooland thecommunityat largewithkeyhygienemessagesthroughoutreachprogrammes.
SchoolHealthClubsareusuallyformedtoencouragepositivehealthandhygieneprac-ticesamongststudentsandtheirfamilymembers.ActivitiesthatshouldbeundertakenbySchoolHealthClubsare:
Discussions to generate awareness on issues related to health, sanitation and hygiene
Preparinghealthmessagesandpresentingthesemessagesinschools;organisinglec-turesbyinvitingexperts;usingposterstospreadhealthmessagesinclassesandsettinguphealthcornersinschools;andorganisinghealthwalks,whichallowchildrentoobservenatureanddiscussissuesrelatedtohygiene,sanitationandotheraspectsofhealthylivingetc.
Forming healthy habits Thisisachievedthroughinvolvingthechildrenin:Keepingclassrooms,schoolsurround-
ingsandtheschoollatrinesclean;organisingcampaignstobuildhealthyhabitslinkedtowateruseandschoollatrines;maintainingschoolwatersources(includingtaps)andkeepingtheirsurroundingsclean;collectingdisposingofwastesgeneratedintheschools,keepingwastebins in theclassrooms,makingcompostpitsandusingpaperbags;campaignstodevelophealthyfoodhabitsandavoidfoodthatispreparedandkeptun-hygienically,sweepingtheeatingareaandsittingawayfromflies.
Dissemination of knowledge and practices Throughmeetingsandcampaignsorganisedintheschool:SHCmembersexplainhealth
messagesandotherissues;visitpoorneighbourhoodsandpeopleintheirhomes;par-ticipate incommunitycleaningcampaigns inselectedpublicplaces;andencouragechildrentodiscussthesetopicswithparentsandotherfamilymembers.
PartI:IntroductiontoCHAST13
CHAST Tools
TheCHASTsessionsutiliseavarietyofenjoyableactivitiesandtoolstoencouragechil-drentoexploreanddiscussdifferentelementsoftheirownhygieneandsanitation.Themaintoolsinclude:
The CHAST Characters Threecharacters,Naughty,RubyandSmarty,havebeencreatedtoencouragechildren
todiscussspecifichygieneandsanitationtopics.Thesecharactershavebeencarefullydesignedsothatyoungchildrencanidentifywiththemandtheirattitudesandbehaviours.
Thenamesofthecharacterscanbeadaptedtothelocalcontextastowheretheses-sionsareapplied(thinkoflanguage,culture,etc.).
Puppet ThepuppetDollycanbesuccessfullyusedbybothfacilitatorsandchildrentocontribute
todiscussionsaboutimportanthygieneandsanitationissues,particularlybyyounggirlsandquietchildren,whomayotherwisebeshyabouttakingpartinsuchdiscussions.
Coloured Posters Around60postersareused,whicharegenerallyofA4sizeandarelaminatedtomake
themmoredurable.Colouredpostersaremuchmoreattractiveandeasiertorecognisethanblack-and-whiteones.
Thepostersareusedforthefollowingpurposes: —Tointroducethethreecharactersnamely,Ruby,SmartyandNaughtywhowillguide
thechildrenthroughtheCHASTcourse —To start the CHAST sessions. These are mainly posters showing the characters
involvedindifferentsituationswithineachtopic.Thepostersareusedtostarttheexerciseinafunwayandthenhaveadiscussiononthatspecifictopic
—Toshowhowchildrenareinvolvedingoodandbadhygienicbehaviours —Toillustrateshortstoriestoldbythechildrenabouthygienicproblemsandsolutions —Toillustratemorewide-ranginghygieneandsanitationpresentationsbygroupsof
children
14
Role-plays Ingeneral,role-playsareusedinthecontextofawarenessraisingandinencouraging
interactionbetweenchildren.InCHASTsessions,theycanbeusedtoillustratesituationsfromeverydaylifeinordertoraiseawarenessaboutcommonhygieneproblemsandtocreateapositiveenvironmentforthediscussionofmoresensitivetopics.
Becauserole-playsdonotrequireobviousactingskills,theycansuccessfullybeused
tohelpchildrenenactandhonestlydescribereallifesituations.Role-playrules: —Role-playsshouldfocusonasingletopic,whichhasbeenagreedbeforehand —Ifpossible,therole-playshouldberehearsedbythemain‘actors’beforehand —Arole-playshouldbefollowedbyafreeandfrankdiscussionofthemainissuesthat
emerge —Therole-playitselfshouldnotlastmorethan10minutes —Althoughtheendoftheplaycanbeleft‘hanging’,thelastsceneshouldbeexciting
andmemorable
Drawings for Colouring Simpleblack-and-whitedrawingsillustratingsituationsrelatedtoeachexercisecanserve
asausefulandfunintroductiontoeachtopic–orbeusedasan‘ice-breaker’forchildrentointroducethemselvestothefacilitatorandtheotherchildren.Thefacilitatorshouldprintamastersetofthedrawingsforcolouring,fromwhichphotocopiescanbemade.Forthebestresults,colouringshouldbedonewithpastelcrayons–althoughordinarycrayonsorwatercolourswillalsoyieldsufficientresults.Theassistanceofacompetentlocalartistcanalsohelpwiththisactivity.
Card Games Aneasy-to-playcardgamehasbeendesignedtoreinforcelessonsaboutgoodandbad
hygienebehaviours.TheMemorygameisusedtohelpyoungerchildrenrememberandmemorisegoodandbadhygienepractices,whentryingtofindtwomatchingcardswiththesameillustrationsonhygienepractices.
PartI:IntroductiontoCHAST15
Songs and Story Telling Asanimportantpartofmanytraditionalcultures,theactoftellingstoriesandsinging
well-knownsongsisanexcitingwaytoattractchildren’sattentiontohygieneandsanita-tionmatters.Insomesituations,itmaybepossibletouselocalsongs–ortocreatenewones–thatcarrymessagesrelatedtocleanlinessorpersonalhygieneandtheycanbeusedtobeginorendaCHASTsession.
Flipcharts Forthehygienetrainingforupperprimaryschool,aspecialhandbook,alsoreferredto
asflipchart,isused.Thedesignofthehandbookallowstheteachertoshowthedrawingstothegroup,whilehe/shecanrefertothebacksideofthedrawingforthescript,discus-sionquestions,gamesandanswers.Theteachercanthen‘flip’overtothenextsession/topic.1
Thetextprovides‘suggested’andnot‘strict’guidelines,whilethedrawingspresentdif-ferentstorylinesabouttheprincipalcharactersNaughty,RubyandSmarty.Thedrawingscompare‘good’and‘bad’behavioursthatinfluenceourhealthandwellbeing.Althoughitmaybeusefultointroducekeypointsforthegroupdiscussionduringthetellingofthestoryofthepictures,teachersshouldtrynottointerrupttheflowofthestorytoooften.Afterthestorytheyshouldintroducethekeypointsfordiscussionthatarealsomentionedontheflipsideoftherespectivepages.
Pocket Charts APocketchartisusedtohelptocollect,organiseandanalyseinformationonindividual
sanitationpractices.Tomakeapocketchartthefollowingmaterialsareneeded:Apocketchartorlocalalternative(tins,jars,envelopesetc.),drawingsofdefecationsites(latrines,openground,forest,bushes,riveretc.)andhandwashingpractices(withsoapandwater,withonlywater,nowashing),andvotingmaterialssuchaspebblesorseeds,andblankpaperforrecordingtheresultsobtained.
Placethepictureshorizontallyacrossawalloronthegroundandplacea‘pocket’beneatheachpictureforeachrow.Thepocketchartmustbesetupinsuchawaythatchildrencanplacetheirvotingmaterialswithoutbeingseenbyothers.Thiswayitcanbeusedtocollectinformationconfidentiallyonwhatchildrenareactuallydoingintheschool.Stresstheneedforchildrentobehonestwhenplacingtokens.
Giveeachchildavotingmaterial(thiscanbeasmallstone,seed,pieceofstickorany-thingtohandthatcanbecounted)andaskthemtoplacetheirvoteinthepocketunderthedrawingwhichtheyusemostoftentodefecateorwhichhandwashingpictureappliestothem.Onceallchildrenhavevotedaskavolunteertocountthepebblesineachpocketanddisplaythetotals.Thesefindingsarethenusedtofacilitateadiscussiononthemeaningofthetotals–whichhygienebehavioursaremostcommonlypracticedbychil-dren?Why?Howdothesebehavioursaffectthehealthofchildren?
Theresultswillalsoberecordedformonitoringpurposestomonitoringchangeinbehav-iourovertime.
1 This handbook came into being by combining similar experiences from AMREF in Kenya who developed the PHASE materials
(flipcharts) (1998) and from experience by IRC International Water & Sanitation Centre who developed the “The Joy of Learning:
Participatory lesson plans on hygiene, sanitation, water, health and the environment” (2005)
16
PartI:IntroductiontoCHAST17
CHAST Facilitation
The role of the Facilitator
TheCHASTfacilitator’sroleisacoordinatingandmoderatingone,focussedonhelpingthechildrentodiscusstheirhygienepracticesandtoparticipateinmemorableexercisesanddiscussionsongoodhygiene.
FacilitatorsshouldrememberthefollowingkeypointsaboutCHASTfacilitation: —Facilitatingisaboutinspiringandparticipating,ratherthandirectinstructionandfron-
talteaching —Facilitatorsshouldtrytositamongthechildrenthemselves —Thefacilitatorsshouldwhereverpossibleencourageyoungorshierchildrentotake
partinthediscussions;fungames,charactersandpuppetscanhelptoencourageshychildrentojoinin
Facilitatorsshouldonlyassistthechildrendirectlyiftheyareexperiencingobviousdiffi-culties,i.e.ifasmallchildishavingdifficultyreachinguptothepin-board.Forthesereasons,CHASTencouragesa“child-to-child”approachbyfocusingonbroaderlifeskillsthroughtheuseofthefollowingparticipatorytoolsandmethods:
—Thethreeleadingcharactersthatarementionedineverysession,allowingthechildrentoeasilyrecogniseandunderstandthecontinuityoftheprocess
—ThepuppetDollyencouragesyoungorshychildrentospeakinlargergroups —Thechildrenworkindependentlyinpairsorsmallgroups —Thechildrenpresenttheresultstothegroupthemselves —Thechildrenareactivelyengagedthroughcolouringdrawings,playinggames,and
doingexercises —Eachsessionendswithasong,whichischosenbythechildrenthemselves
18
Methods of Facilitation
ThefollowingisanexplanationofhowtomakefacilitationeasierandefficientatdifferentstagesofCHAST:
Facilitating presentations by children: the ‘3 Ts’ MostCHASTactivitiescanbesuccessfullyconcludedwithapresentationofthemain
lessons learnedbythechildrenthemselves. Inmakingsuchapresentation,childrenshouldbeencouragedtofollowtheeasystepsdescribedasthe‘3Ts’:
—Turn:Facetheaudienceandlookdirectlyatthem — Touch:Pointtoaposterorflipcharthighlightingthepointsyouarepresenting — Talk:Takeadeepbreath,makesureyouspeakloudenoughfortheaudiencetohear
youandstartyourpresentationwithanintroductorysentence,suchas, “I / We want to explain to you this poster, which shows …”
Children’spresentationsshouldbepracticedbeforehandsothattheyareconfidentabout
thepointstheyaregoingtomake.Aftereachpresentation,thefacilitatorshouldreiteratethe‘3Ts’tothenextpresentinggroup.
Facilitatorsshouldtrytobesensitivetochildren’sneedsandshouldtakecarenottopushthemtoohard–particularlyyoungandshierchildren.Explainingeverydaylifeinpictorialformisnotalwaysastraightforwardtask!
Facilitating role-plays Role-playsareapopulartoolforparticipatorylearning.Theycanencouragechildrento
discusshygieneissuesbyaddressingseveralsensesatonce,includingtheiremotions.Indebatingwithmattersofhygiene,role-playscanprovideaperfectformulaforaddress-ingandexpressingopinionsoncommonhygienicpracticesandattitudes.Theycanalsobeusedforreviewingthemainissuesofadiscussionorfor‘breakingtheice’betweensessions.
Likeanyothertool,role-playsaremuchmoreconvincingandcompellingifyouincludeyourownideasandexperiences.Encouragingchildrentoactouttheirownexperiencescanbeaninterestingwaytoraisenewissuesandpersonalfears.
Aftertherole-play,thefacilitatorshouldstartoffthediscussionwithacoupleofcarefullychosenobservations.He/sheshouldalsohelpchildrento understand the messagethathasemerged,andtoreach a conclusionaboutwhattheyhavewitnessed.Theachieve-mentofthesegoalscanbeascertainedbyaskingoneortwokeyquestions,suchas:
Observations Whatdidyousee?Whatkindsofcharacterswereinvolved?Whatarethemaindifferences
betweenthesecharacters?
Understandingthemessage Whatarethereasonsfortheproblemathand?Whichofthecharactersisright?Which
iswrong?
PartI:IntroductiontoCHAST19
Conclusion Howwouldyouhavebehavedinthissituation?Whatdoesitteachusaboutourown
situation?
Facilitating working groups Itismoreusefultodividechildreninto‘workinggroups’byarandommethodotherthan
accordingtoageorfriendship.Theeasiestwaytodivideagroupofchildrenrandomlyistomovethroughthegroup,allottingeachchildanumberfrom1to4(inthecaseofusingfourworkinggroups;thiscanbemoreorlessifneeded).Thechildrenaretheninvitedtositinfourgroupsaccordingtothenumbertheyweregiven.Thechildrencanalsobedividedaccordingtodifferentanimalse.g.camels,cattleorlions,tomaketheexercisemorefun.
Course Duration TheCHASTcourseswithonesessionoftwohourseveryweekmaytakeaboutoneto
twomonths,whilethefollow-upphasetakesanotheronemonth,withregularsupervisionatfixedintervals.WewouldstronglysuggestnotfacilitatingallstepsofCHASTwithinamuchshorterperiod.Anintensiveandlongcontactbetweenthechildrenandfacilitatorsisundoubtedlythebestbasisforasatisfactoryunderstandingandlong-termimpact.TheestablishmentofSchoolHealthClubswillensurethatthelessonslearntduringthesemonthswillbeprolongedandinstituted.
Preparation of Sessions
Ifnotalreadyintegratedintoschool(extra-)curriculumactivities,then,CHASTfacilitatorsshouldfirstcontactthelocalleadershipandprimaryschoolteacherstoagreeonthevenues,datesandtimesofeachCHASTcourseandlaterontheindividualsessions.Whilethelocalleaderswillnormallyonlywanttotakepartintheopeningsession,theteachersmayoftenbeinterestedinattendingthewholecourse.Thiscanbeveryusefulforsustaininghygieneandsanitationissuesonthechildren’sformaleducationcurricula.
ThetargetgroupofCHASTtrainingusuallyincludeschildrenbetweentheagesoffiveand15years.Becauseofitsparticipatorynature,eachsessionshouldideallybelimitedto30childrenorless.Experienceshowsthatlargergroupscanleadtoreducedinvolve-ment,especiallybytheyoungerandshierchildren.Ifthereisaverybiggroup,i.e.over40childrenitshouldbedividedinhalfalongagelinesanddotwosimilarsessionswitheachofthegroups.
Inaruralsetting,CHASTsessionswillusuallyrequiremoretime,asthechildrenaremorelikelytobeshyandhardtodrawintodiscussions.Sessionsinruralareascanalsobemademoredifficultbycrowdsofcuriousspectatorsorbystanders.
20
Monitoring and Evaluation
OnlybyevaluatinghygienebehavioursbeforeandaftertheimplementationofCHASTcanyoubesurethatchangesareactuallytakingplace.However,suchchangesareverydifficulttomeasurebecausetheyoccurgraduallyandinvolvesensitive‘personalissues’,whichmostpeopledonotliketodiscuss.Inordertomeasurechangeaccurately,onemustfirstknowthesituationthatexistedbeforetheprojectbegan(seePartIIStep1Activity1.3‘InitialEvaluation’).
Monitoringandevaluationisonlypossibleifonefirstcollectsaccurateandrealisticbase-
linedata.Werecommendtwoindicatorsthatarecomparativelyeasytocollectandcheckandarethereforeneithertoocostlynortimeconsuming.TheindicatorspertaintothemostimportantmessagesofCHAST:
—Properhandwashing —Hygieniclatrineuse
Indicator for Hand-Washing Practices
Qualityandquantity: AfterhavingcarriedoutalltheCHASTsessions,atleastthree-quarters(75%)ofthe
childrenshouldadaptthepracticeofwashingtheirhandswithsoapafterdefecatingandalsodemonstrateanddescribegoodhandwashingtechniquesinorderforasignificantimpacttobefeltintermsofdiarrhoealdiseasereduction.
Monitoringintervals: AtthebeginningoftheCHASTsessions,abaselinesurveyisdonetoobtaininformation
onthecurrentknowledgeandpracticesofchildrenbeingtakenthroughthecourse;(seePartIIStep1Activity1.3InitialEvaluation).Accuratebaselineinformationisnecessaryinordertocomparehowmanychildrencoulddemonstrategoodhygienepracticesbeforeandafterthecourse.AsimilarexerciseisheldattheendoftheCHASTsessions;(seePartIIStep5Activity5.1forFinalEvaluationtomeasurechange).
PartI:IntroductiontoCHAST21
Tools: Interviewsanddemonstrationsbyasampleofchildrenfromthevillage(samplesizeto
bedictatedbyvillagesize).
Remarks: The‘goodhand-washingtechniques’requireclearcriteria.Thisisdiscussedfurtherin
PartIIStep4,Activity4.2.Ifmorethanaquarter(25%)ofthechildrenarestillnotwash-ingtheirhandsproperlyornotatallatcriticaltimes,thisisusuallyasufficientindicationthatmorefollow-upworkisnecessaryinordertoprovidebetterhand-washingpractices.
Indicator for Latrine Use
Qualityandquantity: 75%ofthechildreninavillagestatethattheyusethelatrinewhenevertheyneedtorelieve
themselves,ratherthandefecatingoutintheopen.
Monitoringintervals: BeginningoftheCHASTsessions,(seePartIIStep1Activity1.3forInitialEvaluationto
obtainbaselinedata).Accuratebaselinefiguresarenecessaryinordertoshowhowmanychildrencoulddemonstrategoodhygienepracticesbeforetheprojectbegan.AsimilarexerciseisheldattheendoftheCHASTsession;(seePartIIStep5Activity5.1forFinalevaluationtomeasurechange).
Tools: Thisincludesapocketchartforanalysingthehygienebehavioursthroughvoting,together
withobservationsandinterviewsofpupils. Remarks: Inordertoachievethisindicator,theremustbeasufficientnumberoflatrinesinthevil-
lage.Thebaselinesurveyshouldalsoanswerthisquestionbeforehand.Ifnot,theexer-cisecanbepresentedinsuchawaythatitonlyfocusesonlatrineusewhenattendingschoolclasses.
22
Part II: Step-by-step CHAST activities for lower primary school
Step 1: Introduction
Thisstepisan‘ice-breaker’,familiarisingthechildrenwiththefacilitatorsandthetoolstheywillbeusing.Thestepconsistsoftwoactivities,tobecompletedinonesessionofapproximatelyanhour’sduration.Thefirstactivityinvolvesthechildrenintroducingthem-selveswithhelpofthepuppetDolly,whilethesecondencouragesthechildrentoreflectonhygienehabitsfromtheireverydaylivesandthethirdisaninitialevaluationoftheir(current)hygienepractises(baseline).
Step 1 activities Activity1.1 Introductionofparticipantsandcharacters Activity1.2 Everydaystories Activity1.3 Initialevaluation
Step 1 objectives Bytheendofthisstep,thechildrenwillhave: —Knownthefacilitators,charactersinCHASTandtheirclassmates —Madepresentationsabouttheireverydaylives —Establishthecurrenthygienepracticesofthechildren
Activity 1.1: Introduction of participants and characters
Objectives Bytheendofthissession,thechildrenwillhave: —Knownthefacilitators,thepuppetDollyandthecharactersNaughty,RubyandSmarty
—Learnthowtousepuppetsasamethodofcommunication —Introducedthemselvestotheotherparticipants —BecomefamiliarwiththemainCHASTtools
Duration 25–30minutes
Materials —ThepuppetDolly
—AsetofpostersofthecharactersSmarty,NaughtyandRuby
—Presentationmaterials
24
What to do 1. Makethechildrensitinacirclewiththefacilitatorsittingamongthem;
2. Thefacilitatorshouldstartbyintroducinghim/herself:“My name is … , my age is … , and my favourite colour is …”;
3. NowintroducethepuppetDollyandthespecialpositionitholdsastheallknow-ing,wiseandjust;andatrustedfriendtoidentifywith.DollyisthepowerbrokerandwhoeverhasDollycanleadintheactivitybeingcarriedout:“This is our puppet Dolly, whose favourite colour is [ red / blue / yellow / …].” Theanswerdependsonthecolourofthedressitiswearing;
4. Finally throw the puppet to a child and invite him/her to introduce themselves:“Please introduce yourself. Tell us your name, your age and your favourite colour”;
5. Whenthechildhasfinished,askthem: “Please throw the puppet to another person”;
6. Wheneverybodyhasbeenintroduced,introducethecharactersNaughty,SmartyandRuby.Withthehelpoftheposters,giveashortintroduction:“Here you can see Smarty. He is 10 years old and his favourite colour is blue. Watch how he is blowing his nose. This is a hygienic way of clearing your nose”. “Let me introduce Smarty’s friend, Naughty. He is nine years old and he likes the colour black very much. Look how he is clearing his nose. Isn’t it unhygienic?”;
7. Introducethelastcharacter,Ruby.Invitethechildrentofinishthelastsentenceofyourintroduction:“This is Ruby. She is the elder sister of Naughty. She is 10 years old and her favourite colour is …”;
8. Thechildrenshouldrecognisethebluecolourofherdressandshoutout “Blue!”Thefacilitatorshouldconfirmthis“Yes, it is blue”;
9. Thesessionisclosedwithasongproposedbythechildren.
Ifyouonlyhaveonesessionforbothactivities,skipNo.9andcontinuewithNo.6ofthesecondactivity.
Notes for facilitators
a)Thefirsttwointroductorysessionscanbeusedtogetheror,ifyouarerunningoutoftimeorthechildrenareveryshy,justthefirstsessioncanbeused.
b)Sitdownamongthechildren,whichwillencouragethemtobelessshyandmoreactive.Itwillalsogivethemthefeelingthattheyarenotbeinglecturedto.
c)Ifaproperpuppetisnotavailable,aversionofDollycanbeimprovisedfromaten-nisballoranotherballwrappedinasmallscarf.
d)Thepuppetgivesthechildrenaneasywaytocommunicatewitheachotherbythrowingittoanotherchildortothefacilitators.Thechildren’steachercanalsobeinvitedtotakepartintheintroductorysessions.
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool25
Activity 1.2: Everyday stories
Objectives Bytheendofthisactivity,thechildrenwillhave: —Presentedanddiscussedimportantissuesfromtheireverydaylives —Startedbuildingaspiritofteamworkandmutualunderstanding —Understoodtheobjectivesofthecourse
Duration 30–40minutes
Materials —ThepuppetDolly
—Characters’postersofSmarty,NaughtyandRuby —Asetofcolouredpostersshowingleisureactivities —Black-and-whitedrawingsshowingleisureactivities —Crayons —Presentationmaterials
What to do Ifyouarerunningactivity1.1and1.2together,thencontinueatNo.5.
1. Seatthechildreninacirclewiththefacilitatorsittingamongthem.OpenthesessionbyintroducingyourselfusingthepuppetDolly:“Remember me from last time? My name is …, I am … years old, and my favourite colour is … This is Dolly and his favourite colour is …”Letthechildrencallout“Red”Dolly’sfavouritecolour;
2. Introduceanynewcomersbythrowingthepuppettooneofthem:“You’re a new face here! Tell me about yourself”;
3. Whenthechildhasfinished,askthechildto:“Throw Dolly to another child who is new to the course”;
4. Whenallthenewcomershaveintroducedthemselves,thefacilitatorshouldthengivethepostersofthethreecharacterstohis/herneighbouringchildrenandaskthemtoholdthemupsoallthechildrencanseethem.Thefacilitatorasks:“Do you recog-nise these boys and the girl? Do you remember their names and their favour-ite colours?”;
Withthehelpofthechildren,thecharactersNaughty,RubyandSmartywillbereintro-duced.
5. Thefacilitatorgivestwoofthecolouredpostersshowingleisureactivitiestothechildrensittingnexttohim/herandasksthemtoholdthemup.Nowaskthechildren:“What do you see in these posters?”Encouragethechildrentoexplaintheleisureactivitiesintheforeground.Atthistimedonotaskquestionsontheactivitiesillustratedinthebackground;
26
6. Dividethechildrenintotwogroupswithpreferablyonefacilitatorineachgroup.Handoutcopiesoftheblackandwhitedrawings.Usedifferentdrawingsforeachgroup.“Find a partner and come forward to choose one poster with your favourite leisure activity”;
7. Oncepairshavebeenformedandeachhaschosenaposter,explaintheexerciseanddistributethecrayonstoallthechildren.Invitethemto:“Colour in the poster with your partner. Discuss with your partner what the people in the poster are doing.”Duringthisexercise,thefacilitatorsshouldspendtimewitheachpairofchildren,listeningandcontributingtotheirdiscussions.Whenmostofthepairshavefinished,announcetheendoftheexercise;
8. Askthechildrentodecidewhowillmaketheirpresentationandinvitethemtoprac-ticethepresentationquietly:“One of you will do the presentation of your draw-ing. Practise the presentation quietly without disturbing other children”;
9. Nowaskforvolunteerstocomeforwardandtellthegroupwhattheirpostershows:“Who wants to come forward and tell us what the people in your drawing are doing?” Ifnobodyiswillingtomakeapresentation,donotpressthechildren,buthelpthembylettingthemholduptheirdrawingsandyouaskspecificquestionstheycaneasilyanswer;
10. Afterfourorfivedrawingshavebeenpresented;bringtheexercisetoaclose.Iftheyallwanttopresenttheirdrawingsthenyoucantakesomemoretimetoallowformorepresentations;
11. Closethesessionwithasongproposedbythechildren.
Notes for facilitators
— Duringtheintroductionoftheposters,itisnotintendedthatthefacilitatorsshouldmention theeverydayactivities in thebackground,which thechildrenwillbeobservingduringtheircolouring.
— Letthepairsmakeupthestoriesbythemselveswithminimalguidance.Invitethemtoaskyouquestionsabouttheactivitiesportrayedinthepictures.Donotmentionthequalityofthecolouringitself.
— Ifpossible,useabellinsteadofcallingouttosignaltheendofthisexercise–andallfurthergroupworkduringthecourse.
— Offerthechildrenassistanceontheirpresentations,usingthe‘3Ts’:Turn,Touch,andTalk.Emphasisethattheyshouldpractisetheirpresentationsquietly-soasnottodisturbotherpairs.
— Thepurposeofthisactivityistohelpchildrenexpressissuesthatareofconcerntothem.Donotbeworriedifthepresentationsarenotperfect.Atthistimewhatismostimportantistoenablechildrentocomeforwardandexpresstheirideas.
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool27
Activity 1.3: Initial evaluation
Objectives Tocollectandanalysebaseline informationaboutthechildren’scurrentkeyhygienepractices(handwashingandlatrineuse)beforestartingtheCHASTcourse.
Duration 30–40minutes
Materials —Pinboardandpins —Posterofaboy,posterofagirl —3postersofhandwashing:washingwithwaterandsoap,washingwithwateronly
andnotwashing —Posterofachildusingalatrine/toilet,posterofachilddefecatingintheopen —3largeenvelopes —Colouredpaperclipsoranyothertypeoftokenthatcanbeusedforvotingexercise —Notebookandpenforrecordingresults
What to do 1. Greetthechildrenandexplaintheobjectiveofthesession;
2. Countandrecordthenumberofchildrenintheclass,notingthenumberofboysandgirlsseparately;
3. Pintheposteroftheboyandgirlontheboardwithanenvelopeundereachofthem;
4. Giveeachchildatoken(paperclip,asmallpieceofpaperorpebble).Givealltheboysonetypeandallthegirlsadifferenttype;
5. Tellthechildrenyouwanttogatherinformationandyouwillbeaskingseveralques-tions.Thefirstisaneasysamplequestion: “Are you a girl or a boy?”;
6. Instructtheboysandgirlstoputtheirtokenintheenvelopeundertheposteroftheirgender(boyorgirl);
7. Turntheboardaroundsothattherestoftheclasscannotseewherethechildputshisorhertoken;
8. Letallthechildrenplacetheirtokensintheenvelopes;
9. Oncetheyhavefinishedcastingtheirtokens,turntheboardaroundandemptyeachenvelope;
10. Alltheboys’tokensshouldbeundertheboys’pictureandthegirls’tokensunderthegirls.Ifyoucountmoreboystokens(orgirls)thanthereareboysintheclassroom,thensomechildrenmighthaveputtheirtokeninthewrongenvelope,gentlyexplainwhyitisincorrectandmakesuretheyunderstandhowtousethepocketchart.Youcanalsousedifferentcoloursorshapesforboysandgirls.
11. Nowcleartheboard,andpinthepictureoftheboyusingthetoiletatthetop.Under-neath,pinthethreepicturesofhandwashing(waterandsoap,wateronly,notwash-ingatall)sidebysidewithanenvelopeundereach;
12. Redistributethetokens;
28
13. Tellthechildrenyouwanttoknowwhethertheynormallywashtheirhandswithsoap,withwaterornotatallafterusingthetoiletorthebush.Makeitclearthatyoudonotwanttoknowwhatthecorrectansweris;yousimplywanttoknowwhatthechildrencurrentlydoathome;
14. Turntheboardaroundagainsothatnobodycanseewheretheyputtheirtoken.Tellthechildrenthatitisasecretandtheycanthereforebehonest.
15. Afterallchildrenhaveplacedtheirtokens,turntheboardaroundandcountandrecordthenumberoftokensineachenvelope;
16. Discussyourfindingswiththechildren;
17. Re-dotheactivitybutwithonlytwooptionsonwheretheydefecate:thepictureoftheboyusingalatrineandapicturewithaboydefecatingintheopen/bushes.Thistimethequestionis:“Where do you normally go to the toilet?”;
18. Aftercollectingandrecordingalltheinformation,concludethesessionwithasong.
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool29
Step 2: Problem Identification
Thisisalongandimportantactivity.Itcomparesgoodandbadhabitsandfocusesonhygienebehavioursthatarerelatedtothespreadofdiseases.
Step 2 activities Activity2.1 Goodandbadhygienepractices
Step 2 objectives Bytheendofthisstep,thechildrenwillhaveidentifiedparticularhabitsaseitherhygienicorunhygienicbehaviour.
Activity 2.1: Good and bad hygiene practices
Objectives Bytheendofthisactivity,thechildrenwillhave: —IdentifiedthehabitsofNaughty,RubyandSmartyandclassifiedthemasgoodorbad
behaviour —Recognisedthe‘Smiley’s’assymbolsofgoodandbadbehaviour —Identifiedtheactivityontheirposterandclassifieditasgoodorbadhabit —Presentedtheiractivitytothegroup —Identifiedpositivecounterpartsfornegativehabits —Fixedthecorrespondingpostersoppositeeachotheronthepin-boardDuration 40–50minutes
Materials —ThepuppetDolly
—The‘Characters’setofpostersofNaughty,SmartyandRubyfromPartIIStep1Activity1.1 —The‘Naughtyisunwell’posterfromPartIIStep3Activity3.2 —Smiley’s —Thesetofpostersentitled‘Goodandbadhygienicpractices’(PartIIStep2Activity2.1) —Presentationmaterials
30
What to do 1. OpenthesessionwiththepuppetDollycommenting:“Do you remember me? What is my name? What is my favourite colour?”;
2. Seatthechildreninacircle,withthefacilitatorsittingamongthem;
3. Dollypointstothefacilitatorholdinghim:“Do you remember his / her name and his / her favourite colour?”;
4. Ifthereareanynewcomersthenaskthemtheirnamebythrowingthepuppettohim/her:“Tell us about yourself. What is your name, your age and favourite colour?”;
5. Whenthechildhasfinished,tellhim/her: “Throw Dolly to another child who has not yet been introduced”;
6. Givethepostersofthethreecharacterstochildrenclosetoyou.Instructthechildrentoholdupthepostersandaskthem:“Do you recognise these boys and girl? Do you remember their names and favourite colours?”Withthehelpofthechildren,reintroduceNaughty,SmartyandRuby;
7. Thefacilitatorshouldnowexplainthepurposeofthissession:“Everybody has been sick some times, and nobody is healthy and feeling well all the time. Today we want to talk about diseases …”;
8. Holdupthe‘Naughtyisunwell’posterandexplainit:“Naughty is ill and cannot play outside because he has diarrhoea. What can you see in this poster?”ThechildrenidentifyNaughtylyingathome,SmartyvisitinghimandRubytakingcareofherbrotherNaughty;
9. ReadoutNaughty’squoteinaweakvoice:“I wish I were as strong as you Smarty and Ruby. The two of you are never ill”;
10. ThenreadoutSmarty’sanswer:“I try to avoid bad practises, which can make us sick”;
11. Pointtothepostersofthethreecharactersandaskthechildren:“Can you see a habit that can make a child sick?”ThechildrenshouldpointoutNaughtyeatingwithoutwashinghands.Checkthatthisposterisindeedavailable;
12. Nowshowthesmiley’stothechildrenandexplaintheirpurpose:“The green happy smiley symbolises a good hygienic habit which makes us happy and healthy and the blue sad smiley a bad habit that could lead to sickness”;
13. Fixthesymbolforgoodhabitshappysmileyononecornerofthepin-boardorwallandthatforbadhabits(sadsmiley)ontheothercorner;
14. BeginasortingprocessbyholdinguptheposterofNaughtyandaskingthechildren:“On which side of the board should we fix this poster of Naughty?”;
15. Askachildthatrespondscorrectlytofixtheposteronthepin-boardbelowthebluesymbolasitrepresentssicknessandunhappiness;
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool31
16. Nowaskthechildren: “What about Smarty’s and Ruby’s habits?”Thechildrenshouldrecognisethesehabitsasgoodhabits,andfixthembelowgreensymbol;
17. Remembertoenthusiasticallypraiseeachchildwhooffersarightanswer;
18. Distributethepostersof‘Goodandbadhygienepractices’tothechildren;
19. Thefacilitatorshouldnowexplain:“You have got a poster portraying either a good or a bad habit. Please explain your poster to us and then pin it to the board under the happy or unhappy smiley!”;
20.Organiseforeverychildtocometothefrontandexplainthehabitontheirposterandwhyitisgoodorbad.Aftereachpresentation,invitethemtopintheposterontotheboard.Remembertoencourageandpraiseeachchildinturn;
21. Thefacilitatornowtakesover,explainingthatformostgoodhabitstherearecorre-spondingbadhabits.Askthechildren: “For each bad habit there is also a good habit. Can you show us an example?” When one of the children identifies a corresponding pair, invite them to, “Remove the two posters. Please stay there and remove the corresponding pairs as they are identified”;
22. Helpthechildrentopintheirpostersbackintherightplacesonthepin-board;
23.Concludetheactivitywithasong.
Notes for facilitators
—Whenfixingthesmiley’stothetopofthepin-board,allowsufficientspaceforalltheposterstobepinnedbeneath.Forthisreason,afacilitatorshouldassistwhenpinningupthefirstposterofNaughty.
—Carefullyselecttheposterstobeused,sothatallthosehabitswithacounterpartareincluded.
—Youngchildrenmaybetooshytocomeforwardandpresenttheirposters.Insuchcases,itmaybeusefultoinviteanolderchildorsiblingtoassistthem.
—Thewholesessionshouldnottakelongerthananormallessonatschool(i.e.40–50minutes).
32
Step 3: Problem Analysis
Thisstepanalysestheproblemsidentifiedduringstep2andexplainssomeofthecom-monhygiene-relateddiseasesthatchildrencansufferfromandhowtheyaretransmitted.Itshowstherelationshipbetweenbadpersonalhygieneandtheoutbreakofdiseasesandputsextraemphasisonandexplainstheroleoffliesinspreadingdiseases.
Step 3 activities Activity3.1: MemorisingGoodandBadHygienePractices Activity3.2: GermsAreSpreadbyFlies Activity3.3: HowGermsAreSpread
Step 3 objectives Bytheendofthisstep,thechildrenwillhave: —Recognisedthefundamentaldifferencesbetweengoodandbadhygienichabits —Understoodthatfliestransmitdiseases —Understoodthattherearemanywaystostopthetransmissionofgerms —Learnedseveraleasywaysofprotectingthemselvesfromdiseaseslikediarrhoea,
suchaswashingtheirhandsandcoveringfood
Activity 3.1: Memorising good and bad hygiene practices
Objectives Bytheendofthisactivity,thechildrenwillhave: —PresentedpairsofMemorycardswithhygienicpractisestothegroupandexplained
them —Formedpairsof‘matching’habitsinthecardgameMemory —Learnedhowtoplaythegamewithoutassistance
Duration 30–40minutes
Materials —ThepuppetDolly
—Thesetofpostersentitled‘Goodandbadhygienichabits —AtleastthreesetsoftheMemorycardgameWhat to do 1. Makethechildrentositinacircle;
2. OpenthesessionwithafriendlygreetingfromDolly:“Hello, how are you this morn-ing / afternoon? I am fine. My name is Dolly and my favourite colour is [dress
colour]. Please can you also tell me your name and your favourite colour?”;
3. Throwthepuppettooneofthestudents,especiallyiftherearenewcomersandaskthemtointroducethemselves:“Hi there! Why don’t you tell us your name, age and favourite colour?”;
4. Whenthechildhasfinished,tellhimorhertothrowDollytoanotherchildwhohasnotyetbeenintroduced;
5. Whenallthestudentshaveintroducedthemselvesinthisway,thefacilitatorasks:“Do you remember my name and my favourite colour?”Someofthechildrenwillremember;
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool33
6. YoushouldthengivethepostersofNaughty,RubyandSmartytothechildrennexttoyou.Askthemtoholdupthepostersandthenask:“Do you recognise these boys and the girl? Do you remember their names and their favourite col-ours?”Withthehelpofthechildren,Naughty,RubyandSmartyarereintroduced;
7. Thenaskthegroup:“Do you remember what we were discussing the last time we met?”Therewillbesomespontaneouscontributions.Ensurethatonlyonechildtalksatatime.ThiscanbedonebygivingDollytowhicheverchildisspeaking.Aftereachcontribution,thechildshouldthrowthepuppettothenextchildwantingtospeak.Whenallthecontributionshavebeenmade,collectthepuppet;
8. ThendisplaystwoidenticalcardsoftheMemorygame–eitherinthecentreofthecircle or on the pin-board – and asks: “Please tell me what you can see”;Thisrevisionofcorrespondinghygienichabitscanbedonewithsomeorallselectedpairsofcards.Again,youcanuseDollytoensurethatonlyonechildspeaksatatime.
34
9. NowexplaintheMemorygame.Thefirsttimeplayademonstrationroundtogetherwith threebrightchildren,afteryouhaveexplained: “This isacardgamecalledMemory.Allcardsareshuffledanddisplayedinrowsfacedown.Allcardsarepartofanidenticalpair,sotherearealwaystwoofthesameinthegame”.Placethe36cardsfromthe18-pairpackfacedowninsixrows,andturnovertwo(hopefullydif-ferent)cards.Theninvitesthechildtoyourlefttoturnovertwocards,andexplain:“Ifyourcardsareanidenticalpair,youcantakethemandturnthemoveranothertwocards.Alltheplayersshouldlookatthemclosely.Iftheyarenotapair,theyareagainturnedfacedownandthenextpersongetsaturn”.Hethenturnstothechildleftofthefirstone:“Yourneighbourtotheleftcontinues:turnovertwocards,checktoseeiftheyformapair,andeitherkeepthepairiftheymatchorturnthemfacedownagain”;
10. Whenthedemonstrationgameisfinished,askthechildrentoformgroupsofabouteightchildreneach;-numberofgroupsdependingonthesizeofthetotalgroup.Whentheyareingroups,handoutthefourfullpacksofMemory:“Shufflethecardswellanddisplaythemfacedowninfourrows”.Movebetweenthedifferentgroupsandofferthemassistance,especiallytheveryyoungchildren.Makesurethattheturnedcardsstayfaceupforlongenough–andthatnobodytriestocheat;
11. Whenthefirstgameisfinished,changethecompositionofthegroupssothatthewinnersand runners-upareall together, the thirdand fourthplacedplayersaretogetheretc.Againmoveamongthedifferentgroupsofferingadviceandassistance;
12. Whentwoorthreeroundsofthegamehavebeenplayed,thesessioncanendwithasong,introducedbythechildren.
Notes for facilitators
—YoungchildrenmayfindtheMemorygamedifficulttobeginwith,butshouldcatchonfairlyquickly.Ifsomechildrenarehavingtrouble,thefacilitatorscouldplaytwoormoreroundswiththem.
—Interestedchildrencouldbeallowedtostayonafterthesongtoplaythegameagain.
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool35
Activity 3.2: How germs are spread
Objectives —Bytheendofthisactivity,thechildrenwillhave: —BecomefamiliarwiththebehavioursofNaughty,RubyandSmarty
—Recognisedthedirectlinkbetweennotwashinghandsanddiarrhoealdiseases
Duration 40–50minutes
Materials —ThepuppetDolly
—Postersfromtheseriesentitled‘NaughtyandSmartyareplayingfootball’ —Presentationmaterials
What to do 1. Dollythesessionwithagreeting:“How are you this morning / afternoon? I can again see some new faces ...”Dollygivesthenewcomersawarmwelcomeandasksfortheirnamesandfavouritecolours–asinthepreviousactivities;
2. Priortotheactivity,fixtheeightpostersofthestory‘NaughtyandSmartyareplayingfootball’insequenceonthewall.Beginthestoryinaninteractiveway,bypointingtothefirstposterandasking:“Who can you see in this picture?”OncethechildrenhaverecognisedSmartyandNaughty,askthem:“What are they doing?”ThechildrenwillexplainthatNaughtyandSmartyareplayingfootball.Pointtothesecondpictureandask:“Who can help me explain the second picture?”WiththehelpofDolly,chooseanapparentlybrightboyorgirltocomeforwardandpresentthisposter;
3. Whentheposterhasbeenpresented, invite thechildren to formpairswith theirneighbours;
4. Nowcontinue:“All the pairs sitting on my right hand side, you are Smarty and all those on my left are Naughty.”Makesureallthechildrenknowwhichcharac-tertheyaresupposedtoberelatingto;
5. Explaintheexercisecarefullyasfollows:“All the pairs come forward and explain what happens to your character. When you have looked at the posters care-fully, sit down again and work out with your partner exactly what happens to your character”;
6. Whenthechildrenhavefinishedanalysingtheircharacter’sstory,askthoseonyourlefthandside:“Can one pair of you come forward and tell us exactly what happens to Naughty?”Whenapairvolunteers,throwDollytothemandinvitethemtopresentthestoryofNaughtywiththehelpoftheposters;
36
7. Whenthepairhasfinishedandanyadditionalcontributionsorquestionshavebeenmadeorasked,looktotherighthandsideandask:“Now it’s your turn. Can one pair of you come up here and tell us Smarty’s story?”Apairofchildrencomesforward,tellsthestoryandanswersquestionsfromthegroup;
8. Toconcludethestory,askthewholegroup:“What are the differences between the story of Naughty and the story of Smarty? Why does Naughty become sick? And why does Smarty stay healthy?”ThechildrenshouldexplainthatSmartywashedhishands,whileNaughtydidnot.ThedirtonNaughty’s handscausedhimtobesick;
9. Afterpickinguptheadditionalposters,nowinvitethechildrentocontinuethestory:“A week later, Naughty and Smarty are playing football again. How do you think Naughty will behave this time? Has he learnt his lesson?” Invitethechildrentodeveloptheunfoldingstorywiththehelpofthenewpostersonthepin-board.Theycanworkinpairsagain;
10. Whenmostofthepairshavefinished,invitethreeorfourofthemtocomeforwardandpresenttheirnewplotswiththehelpoftheposters
Notes for facilitators
TheshortstorypostersshowingNaughtyandSmartyplayingfootballshouldbearrangedsuchthatthestorybeginsfromthetop,wheretheboysareplayingfootball,comingdownwards.Thepicturesdepictingthespecifichabitsofthetwoboysshouldhaveaspacingofatleast1maparttoalloweachofthetwogroupsofchildreninthesessionrepresentingthetwoboys,tostandinfrontoftheirpartofthestoryandvisualizeitwithoutdisturbingothers.
Note:ThereisnoPoster(4)bbecauseNaughtyisnotwashinghishands.
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool37
(1)
(2)
(7)
(6)
(5)a(5)b
(4)a
(3)a(3)b
>1 m
Activity 3.3: Germs are spread by flies
Objectives Bytheendofthisactivity,thechildrenshouldhave: —Recognisedthatfliescantransmitdiseases —Recognisedhowtheytransmitdiseases,e.g.bysittingonfaecesandthenonuncov-
eredfood —Discoveredhowcoveringfoodcanpreventthisrouteofdiseasetransmission
Duration 40–50minutes
Materials —Propsfortheroleplay —ThepuppetDolly
—Apostershowingafootball —Theseriesofposterson‘NaughtyandSmartyareplayingfootball’What to do 1. OpenthesessionwithawelcomefromDolly:“How are you this morning / after-
noon? I can see some new faces ...”Givethenewcomersawarmwelcomeandaskfortheirnamesandfavouritecolours;
2. Introducetherole-play: “Today we want to show you a short play. We are short of actors and we need two of you to play Naughty and Naughty’s baby brother”;
3. Afterselectingthetwoplayers,takethemawayfromthesessionandexplainthecharacterstheyaretoplay.RemindthemofNaughty’spoorhygienichabits.Practicetheroleplaywiththematleasttwice;
4. Inthemeantime,theotherfacilitatorshouldrevisetheprevioussessionbyshowingsomeoftheMemorycards:“What happened during our last session?”Askthechildrentoexplainwhathappened,anddiscussthehygienebehavioursshownonthecards,whicharegoodandwhicharebad;
5. Whenthefirstfacilitatorreturns,therole-playcanbegin.Encouragethechildrenintheaudiencetofollowtheplotcarefully;
6. Withthetwochildren,performtherole-play;
7. Attheendoftheplay,encouragetheaudiencetoapplaudtheplayers.Thenaskthem:“What did you see?”,“What happened in this family?”,“What happened to the food?”and“What may happen to Naughty?”;
8. Afterthisdiscussion,pointtothepostersshowingthe‘Toolsofpersonalhygiene’andaskthechildren:“What do we need to keep germs like those affecting Naughty away from our hands and mouths?”
9. ThrowDollytowardsoneofthechildrenputtingtheirhandsup.Invitehim/hertocomeforwardwithDolly,removeoneoftheposters,andexplainitspurposetothegroup.Repeattheprocessuntilthe‘Tools’havebeenexplained.
38
Script of the Flies Role-Play:
Characters Themother,Naughty,atoddlerandthefly(allplayedbychildren)
Materials —Posterofafly(toattachtotheclothesofthepersonplayingtheroleofafly) —Ahandfulofsandandsmallstones,symbolisingfaeces —Fourplates —Amat —Onionsorpotatoes(symbolisingfood)
Duration 10minutes
What to do 1. Naughtyandhismotherandhertoddleraresittingonoppositesidesofthemat,withtwocoveredplatesfilledwithonionsorpotatoesinfrontofthem.Theflycruisesslowlyaroundthemandsitsinacorner,buzzingquietly;
2. Themotheruncoverstheplateinfrontofherandstartsfeedingthetoddler;
3. Naughtyuncovershisplateandstartseating;
4. Naughtyleavesthematwithoutcoveringtheplate.Hesteps‘outside’,althoughhecanstillbeseenbytheaudience.Hesquatsdownandpretendstodefecate,lettingahandfulofstone/sandfallontotheground;
5. Naughtyreturnstothemat,sitsdownandcontinueseating;
6. Theflyfliestowardsthefaecesandsitsonit.Itcollectssomeofthesandfromthefaecesandfliesbacktowardsthemotherandthetoddler;
7. Theflytriestolandontheirplate,butitisswattedbythemother,whocoversthefood;
8. TheflygoestoNaughty,fliesaroundhim,andsitsontheunguardedplate.Naughtycontinueseatingandignoresthefly;
9. TheflydropsitssanduntoNaughty’splateandfliesbacktothemother,whoswatsitawayagain;
10. Theflyreturnstoitscorner;
11. Naughtypretendstoeatsomeofthesandfromhisplate.Suddenly,helooksveryanxiousandputshishandonhisstomach.Hebendshisbodysignifyinggreatpainandputhishandoverhismouth;
12. Naughtyrunsoutandpretendstovomitontheground;
13. Theactorsstandupinfrontoftheaudience,linkhandsandtakeabow.Thefacilita-torsthankthetwochildrenfortakingpartintheplay.
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool39
Notes for facilitators
—Beforetherole-playcanbegin,thetwochildrentakingpartmustbe‘tutored’bythefacilitatorabouttheirroles.
—OneofthechildrenwillplayNaughty,acharacterwithnotorioushygienebehaviour.Thesecondwillplayatoddler,beingfedbyhis/hermother.
—ItmaybeimportanttostresstothecharacterplayingNaughtythathisrolewillnotreflectatalluponhisownpersonalhygienehabits.Boththechildrenshouldprac-tisetheirrolesseveraltimes,withpositiveandconstructivecriticismsfromthefacilitator/s.bothchildrenmustunderstandexactlywhatmessagestherole-playisdesignedtoconvey.
—Youcanplacetheserialisedpostersforrevisioninthecentreofthecircle,aslongastheyremainvisibletoeveryone.
—Therevisionexerciseshouldlastatleast15minutes,inordertoallowtheotherfacilitatortorehearsetheroleofNaughtywiththeboywhowillbeplayinghim.
40
Step 4: Practising Good Behaviour
Thisstepwillinvolvetrainingchildreninpracticalskillsthatareessentialforgoodpersonalhygiene.
Step 4 activities Activity4.1 Blockingtheroutesofgerms Activity4.2 Handwashingexercise Activity4.3 Toothbrushingexercise Activity4.4 Toiletuseexercise Activity4.5 Facewashingexercise
Step 4 objectives Bytheendofthisstep,thechildrenwillhaveanunderstandingofhowto: —Blocktheroutesoftransmissionofgerms —Washtheirhandsproperly —Brushtheirteethproperly —Usethelatrineinahygienicway —Washtheirfacesproperly
Activity 4.1: Blocking the routes of germs
Objectives —Bytheendofthisactivity,thechildrenwillhave: —Anunderstandingofhowgermscanbetransmittedbyflies —Knowledgeonvariouswaysofblockingtheroutesofsuchgerms
Duration 20–30minutes
Materials —Dollythepuppet —Twosheetsofpaperpinnedtoeach,thepictureof‘Naughtyisunwell’inthecentre,
andthedifferent‘germroutes’cards(hands,food,mouth,faeces,fliesetc)arrangedaroundit
—Markerpens —‘Stop!’roadsigncardsforblockingthediseaseroutes
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool41
What to do 1. Seatthechildreninacircle,whileyousitdownamongthem;
2. OpenthesessionwithagreetingfromthepuppetDolly:“How are you today?”;
3. Explainthepurposeofthissession:“Today we are going to talk about how germs can make you sick.”;
4. Explainhowthedifferent‘Germroute’cardscancontributetoNaughty’ssickness,andhowthechildrenwillbeabletoassisthimbyblockingtherouteswithotherposters.Makesurethatthechildrenunderstandhoweachgermroutefunctionsandhowitcanbeblocked;
5. Dividethechildrenintotwogender-balancedgroupsbycountingoffalternatechildrenwiththenumbers‘1’and‘2’.Inviteallthosechildrenallocatedthenumber‘1’tositinonecircle,thoseallocated‘2’tositinasecondcircle;
6. Placethesheetsofpaperinthecentreofeachgroup;
7. Withafacilitatoroverseeingeachgroup,invitetwoofthechildrentodrawthe‘germroute’betweendifferentcards–withtheconsensusofallthemembersofthegroup;
8. Askeachgrouptochoosetheirpresenters,andinvitethemtopresenteachgroup’sresultstothewholegroup;
9. Fixathirdsheetofbrownpapertoapin-boardwith‘Naughtyisunwell’inthecentre,andinvitethewholegrouptobuildanothernetworkofgermroutesaroundhim.Askindividualchildrento identifywhichroutescanbeblockedbyparticularhygienicpractises,forexample:“Which of these routes can you block by thoroughly washing your hands?”;
10. Whenachildmakesacorrectsuggestion,invitehimorhertofixtherelatedposteroverthatroute.Repeattheprocessuntilalltheroutescanbeblocked;
11. Endwithasongintroducedbythechildren.
Notes for facilitators
—Thetwogroupsshouldbegender-balanced,withroughlyequalnumbersofboysandgirls.Discussionsbetweenthegendersshouldbeencouragedduringthegroupwork.
—Thegroupworkshouldnotlastlongerthan15minutes.Thefacilitatorshouldtrytominimisehis/herassistanceinthesediscussions.Beforethepresentations,remindthepresentersofthe‘3Ts’andgivethemfewminutestorehearsetheirpresentations.
42
Activity 4.2: Hand washing exercise
Objectives Bytheendofthisactivity,thechildrenwillhave: —Abetterunderstandingoftheimportanceofwashinghandsasameasureofdisease
prevention —Theabilitytowashtheirhandsproperlywithsoaporwashingpowder —Clearstepsforwashinghandswithsoaporwashingpowder —Black-and-whitedrawingstobackupthislessonDuration 30–40minutes
Materials —Dollythepuppet —‘Personalhygiene’posters —Black-and-white‘Handwashing’drawings —Crayons —Watercontainer,soaporwashingpowder —AsetofMemorycards —Presentationmaterials
Notes for facilitators
Makesureyouteachthechildrenthatproperhandwashingshouldinvolve:1. Wettingbothhands2. Applyingsoap,orothercleansingagents,tobothhands3.Rubbingthepalmsandthefingersthoroughlyagainsteachother4. Rinsingoffthedirtwithenoughwateranddrythehandsonacleantowelorleave
themtodrynaturally
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool43
What to do 1. Seatthechildreninacircle;
2. OpenthesessionwithagreetingfromthepuppetDolly:“How are you today?”;
3. Askthechildrentolookatthepostersdisplayedonthepinboard.Usingtheposters,namethetoolsthatareimportantforpersonalhygiene(soap,washingpowderandwater).;
4. Invitecertainchildrentopickaposterandexplainthe‘hygieniclesson’itistryingtoconvey.Whentheyarefinishedtellthemtotakebacktheposterstotheirseats;
5. Whenallthepostershavebeenexplained,collectthemfromthechildrenandremoveothersfromthepinboard;
6. Youcannowannouncethetopicoftoday’ssession: “Today we are dealing with hand washing. Why is it so important to wash your hands regularly and thoroughly?”Thechildrenshouldbeencouragedtomentiondiseasesandtheirsymptoms–e.g.diarrhoea, stomachupsets – that can result fromdirty hands.“When should you wash your hands?”Makesuretheyhavementionedthemostcriticaltimes:afterdefecating,beforeeating&beforepreparingfood.“What do we need for washing hands?”Makesurethechildrenmention:awatercontainer,soap/detergent/ashes.Displaythesethingsastheyarementioned;
7. Nowdividethechildrenintomixed-gendergroupsoffiveorsixchildrenpergroup;
8. Explainthateachgroupwillpracticehandwashinginturn,whiletheotherchildrencolourtheblack-and-whitedrawings;
9. Takethefirstgroupoutsideandinvitethemtogettheirhandsdirtybyrubbingthemonthesoil;
10. Nowaskthem:“Do we have the necessary tools for hand washing?”Iftheydonot,sendthembacktocollectthem;
11. Demonstratehandwashingwithsoapand/orwashingpowderinaclearseriesofsteps.Invitethechildrentorepeatthesesteps;
12. Assistanychildwhoisnotwashinghis/herhandsthoroughly;
13. Whentheexerciseisfinished,complimentthechildrenontheirhandwashingskillsbeforereturningtocollectthenextgroup;
14. Givetheotherchildrenoneblack-and-whitedrawingeach,andinvitethemtocolourthemin.Aftertheyhavedonethecolouring,inviteeachchildtoreadoutthetextaccompanyingtheirdrawingandtoexplainwhatitmeans;
15. Whenallthegroupshavepractisedtheirhandwashing,thesessioncanbewrappedupbysingingapopularsong.
Notes for facilitators
—Thecleaningoffingernailsshouldnotbeincludedinthisexercise,duetothecom-monunhygienichabitofsharingnail-clippers.
—Thefacilitatorscanalsomentiontheimportanceofwashinghandsaftertyinguporremovingone’sshoes.
—Thefacilitatorsshouldalwaysmakethemselvesavailabletoanswerspecificques-tionsfromindividualchildren.
44
Activity 4.3: Tooth brushing exercise
Objectives Bytheendofthisactivity,thechildrenwillhave: —Anunderstandingoftheimportanceofregularandthoroughtoothbrushing —Theabilitytoidentifytheappropriatetree/susedfortoothbrushing(notapplicablefor
(urban)settingswhereuseoftoothbrushandtoothpasteiscommon) —Anabilitytochoosetherightbranchesandtocutthemproperly(notapplicablefor
(urban)settingswhereuseoftoothbrushandtoothpasteiscommon) —Knowledgeofthemosteffectivemethodsforbrushingone’steeth —Drawingstoremindthemoftheimportanceoftoothbrushing
Duration 30–40minutes
Materials —Dollythepuppet —Black-and-whitedrawingson‘Toothbrushing’ —Crayons —Twoknives —Aplasticbag —Amat —Anumberoflocaltoothbrushes(optionaldependingonavailability) —Presentationmaterials
Notes for facilitators
Makesureyouteachthechildrenthatpropertoothbrushingshouldinvolve:—Useofastickfromasuitabletree—Washingofthetoothbrush/stick—Chewingthestickuntilthebarkofthetopisremovedandthefibresaresoftlike
abrush—Brushingoftheupperfrontteethfromtoptobottomseveraltimes—Brushingoftheotherteethoftheupperjawfromlefttoright—Brushingofthebacksideoftheupperjawandthechewingsurfaces—Brushingofthelowerjaw—Brushingofthesurfaceofthetonguefromthebasetothetip
What to do 1. Makethechildrentositinacircle;
2. OpenthesessionwithanexplanationfromDolly:“Today we will be learning the proper way of brushing our teeth. What do we need for brushing our teeth?”Thechildrenshouldknowthattheyneedabranchfromasuitabletree;
3. Dollyshouldthenask: “Who knows where the nearest recommended tree is? Remember that we need trees with enough branches for all of us”;
4. Whentheyreachthetree,thefacilitatorinvitesthechildrentopointoutthebranchesofthecorrectlengthandsizefor‘toothbrushes/sticks’.Theythendemonstratehowthesestickscanbecutcarefullyandsafely.Ifthechildrenareoldenough,theycancutthesticksthemselves;
5. Collectthetoothsticksinaplasticbag;
6. Dividethechildrenintomixed-gendergroupsoffive.Invitethefirstgrouptopractisebrushingtheirteeth,whiletheothersstartcolouringtheirdrawings(SeesequencePartIIStep4Activity4.2onhandwashing);
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool45
7. Beforebrushingaskthechildren:“What is the first step, before we use our tooth-sticks?”Thechildrenshouldknowthatthestickhastobechewedfirst,untilthebarkisremovedandthinfibrescanbeseen.Youshouldexplain:“These thin fibres can clean even the smallest gaps between our teeth”;
8. Demonstratehowtobrushtheteethonthefrontofone’supperjaw.Invitethechildrentofollowyourlead–takingcaretocorrecttheirbrushingmethodswherenecessary;
9. Whenallthechildrenhavebrushedthefrontpartoftheirupperjaws,continuewiththebackpart;
10. Instructthemhowtobrushtheteethofthelowerjawinthesamemanner;
11. Ifagroupcompletesbothexerciseswithtimetospare,theycanbeoccupiedwithcolouringoneoftheblack-and-whitedrawings;
12. Whenallthegroupshavepractisedtheirtoothbrushing,thesessioncanbewrappedupwithasong.
Notes for facilitators
—Beforeconductingthisexercise,thefacilitatorsmustdiscoverthewhereaboutsofthenearestsuitabletreeinthevillage,incasechildrenleadthegrouptoawrongtreeoratreewithoutsufficient‘sticks’.
—Makesurethatyouusefreshly-cutstickforeachgroup.
46
Activity 4.4: Latrine use exercise
Objectives Bytheendofthisactivity,thechildrenwillhave: —Understoodtheimportanceofhygienictoiletpractices —Recognisedtoiletsassafeplaces —Identifiedwhattoolsarerequiredforhandwashing. —Learnthowtocleantheirfingernails —Takenhomedrawingstoremindthemoftheselessons
Duration 30–40minutes
Materials —PuppetDolly
—Copiesofblack-and-whitedrawingson‘Usingthelatrine’ —Crayons —Awatercontainer —Soapand/orwashingpowder —Presentationmaterials
What to do 1. Seatthechildreninacircle;
2. Openthesessionwithagreeting fromthepuppetDolly:“How are you today, children? Are there any newcomers?”Anynewcomersshouldbegivenawarmwelcomeandbeinvitedtointroducethemselves,tellingeveryonetheirname,ageandfavouritecolour;
3. Dividethechildrenintogroupsoffourandgiveoutthedrawingsandcrayons.Then,onebyone,thefacilitatorshouldtakeeachgrouptothelatrineandexplainthepropermeansofusingthelatrine,andkeepingitcleanintheprocess;
4. Askthechildrentoexplaininturnthecorrectsequenceinwhichtheyshouldusethetoilet–demonstratingthecorrectpositionoffeetonthefootpads,howtosquatsothatallfaecesgodownthehole,etc;
5. Afterthisdemonstration,inviteeachchildtowashtheirhandscarefullywithsoap;
6. Ifagroupcompletestheexercisewithtimetospare,theycanbeoccupiedwithcolouringoneoftheblack-and-whitedrawings;
7. Whenallthegroupshavecompletedtheexercise,thesessionshouldbewrappedupwithasong.
Notes for facilitators
—Makesurethetoiletyouareusingisverycleanandthatthereissufficientwaterforhandwashing.
—Neverclosethedoorofthetoiletwhenyouareinsidewiththechildren.—Thediscussioninsidethetoiletmaydifferconsiderablywithdifferentgroupsof
children.Bepreparedtodiscusseverythingfrompersonalfearstotheneedforshoesandthecleaningoftheanusafterdefecating.
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool47
Activity 4.5: Face washing exercise
Inthisactivitythefacilitatorwillaskthechildrentogivesomeofthereasonsastowhyitisimportanttowashtheirfacesregularly.Later,he/shewillexplainthehealthimplicationsofnotpractisinggoodfacialhygiene.
Objectives Bytheendofthisactivity,childrenwillhave: —Knownthehealthreasonsbehindthefacewashingpractice —Understoodsomeofthecausesofeyediseasesandhowtopreventthem —Learnthowtowashtheirfacesproperlytopreventeyediseases
Duration 30–40minutes
Materials —Abasinwithcleanwater —Adipper —Atoiletsoap —Acleanfacetowel(optional)
What to do 1. Makethechildrensitinacirclewiththefacilitatoramongthem;
2. OpenthesessionwithagreetingfrompuppetDolly:“How are you today, children? Are there any newcomers?”Anynewcomersshouldbegivenawarmwelcomeandbeinvitedtointroducethemselves,tellingeveryonetheirname,ageandfavour-itecolour;
3. Askthechildrenwhytheythinkitisimportanttowashtheirfacesregularlyandnotetheirviewsontheflipchart;
4. Youmaynowdiscussfurthersomeofthediseaseswhicharerelatedtothefacialhygienee.g.trachoma,conjunctivitisetc;
5. Havinggatheredthenecessarymaterialsmentionedabove,callfortwovolunteersamongthechildrentocomeinfrontanddemonstrateproperfacewashing.Iftheareainwhichthetrainingisbeingdoneiswater-scarce,emphasisshouldbeputonusingwatercarefully.Therestofthechildrenshouldpaycarefulattention;
6. Oncethisactivityisdonetosatisfaction,thesessionmaybeclosedwithasongonahygienetheme.
48
Step 5: Measuring Change
ThisisthefinalstepoftheCHASTCoursewhichwillassistyoutomeasurebehaviouralchanges.Italsoincludesanofficialclosingsessionforchildrenwhoparticipatedthrough-outthecourse.
Step 5 activities Activity5.1 FinalEvaluation Activity5.2 ClosingCeremony
Step 5 objectives Toassessthechangethathasbeenbroughtaboutinthechildren’shygienepracticesaftercompletingtheCHASTprogramme.
Activity 5.1: Final evaluation
Objectives Toseewhatchangehasbeenmadeinthechildren’shygienepracticesaftercompletingtheCHASTcoursebycomparingthefinalevaluationresultswiththebaselineinformationaboutthechildren’sinitialkeyhygienepractices(handwashingandlatrineuse)beforebeginningtheCHASTcourse.
Duration 30–40minutes
Materials —Pinboardandpins —Posterofaboy,posterofagirl —3posterswithahandwashingmessage(washingwithsoap,washingwithwateronly,
notwashingatall) —Posterofachildusingalatrine,posterofachilddefecatingintheopen —3largeenvelopes —Colouredpaperclipsorothertypeoftokenthatcanbeusedforvotingexercise —Notebookandpenforrecordingresults
What to do SameasStep1Activity1.3
Activity 5.2: Closing ceremony
Objectives Aftertheclosingceremony,thechildrenwillhave: —Realisetheimportanceofgoodhygieneandsanitationbehaviours —RecognisedtheimportanceoftheCHASTcourse —Receivedawards/stickersfortheirparticipation
Inaddition,theschool/communitycouldreceiveitsownCHASTCertificate,andthechildrencanposewiththeteachers,localleaders,facilitatorsandprogrammestaffforagroupphotograph.
Duration 20–30minutes
PartII:Step-by-stepCHASTactivitiesforlowerprimaryschool49
Materials —ThepuppetDolly
—CHASTCertificatefortheschool/community —CHASTstickers,buttons,soaporotherawardsforthechildren —Closingceremonyposters —AcameraandfilmWhat to do 7. Seatthechildreninacirclewiththefacilitatorsittingamongthem;
8. OpenthesessionwithagreetingfromthepuppetDolly:“Helloeverybody!TodayisthelastCHASTsessionandweareheretoseeyouoffandwishyouaveryhygienicfuture!”Dollypointstotheinvitedguestandsays:“Today we have some very special guests. Most of them are well known to you.”ThepuppetindicatestheProgrammeOfficer[orotherimportantguestswhowillmakeaspeech]andsays:“May I introduce our Programme Officer to you; His/her name is [name of
Programme Officer]”;
9. TheProgrammeOfficermakesashortspeech;
10. TheProgrammeOfficerpresentstheCHASTCertificatetothechildren,andwhererelevanttotheelders,afterDollyaddressesthechildren:“We have a small reward
for you, children, to commemorate all the things you have learnt to improve your own
personal hygiene.”Dollyhandtheawardsouttothechildren,onebyone;
11. Thefacilitatorshelptoarrangetheparticipantsforagroupphotograph.ThechildrenshouldsitatthefrontwiththeirpostersofNaughty,RubyandSmarty,andofhandwashing,toothbrushing,latrineuseandfacewashing.ThefacilitatorsshouldholdaloftthepuppetDolly;
12. Theceremonycloseswithanothersongbythechildren–andanyoneelsewhowantstosingalong!
Notes for facilitators
Thecommunityeldersshouldbegivenatimelynoticeinordertoensurethattheycanattendtheclosingceremony.ItisalsoveryimportantthattheProgrammeOfficerispresent.
50
Part III: Step-by-step chast activities for upper primary school
Topic 1: Clean is Beautiful
Objectives Bytheendofthesessionthepupilswill: —Understandthathandwashingpreventsthespreadofdiarrhoealdiseases —Demonstrateproperhandwashingprocedure —Describecriticalhandwashingmoments
Duration 45minutes
Materials —‘Bad’poster:Naughtyisusingthelatrineanddoesnotwashhishandsafterdefeca-tion
—‘Good’poster:Smartyisalsousingthelatrine,buthewasheshishandswithwaterandsoapafterdefecting
—Water,soapandtwowhitecloths —Whitepaperandcrayons
What to do Song:
Singingabouthandwashing Splittheclassupintwogroups.AskonegrouptosingasongaboutNaughty’sstory
andasktheothergrouptosingasongaboutSmarty’sstory.
Group discussion:
Whatwillhappenifwedonotwashourhands? Askthechildrenthequestionaboveandtrytofindoutwhattheyalreadyknowbefore
yougivethemtheanswer.Answer:Ifwedonotwashourhands,thegermsonthehandsandthegermstrappedinthenailswillgetintothestomach,andthenwillcausediarrhoeadisease.
MakesurechildrenunderstandtheProblem:“Diseaseorganismsonhandscanenterthebodywhenhandsorsomethingtouchedbyhands(likefood)comeintocontactwiththemouth.Theseorganismscanthencausediseasessuchasdiarrhoea”.
AndthendiscusstheSolutions:“Washinghandswithsoap(orash)andwaterremovesdiseasecausingorganismsfromhands,thuspreventingtheirspreadtothemouth”.
Demonstration:
Handwashing Asksomechildrentodemonstratehowtowashhandsproperly.Tounderstandthe
importanceofhandwashingwithsoap,asksomechildrentowashtheirhandswithonlywateranddrythemonawhitecloth.Askotherchildrentowashtheirhandswithwaterandsoapanddrythemonasecondwhitecloth.Analysethedifferencebetweenthetwocloths.
52
Drawing:
Atwhattimedowewashyourhands? Askchildrentodrawapictureofasituationwhentheymustwashtheirhands.Then
discussthedifferentanswersandmakethechildrenunderstandthatthese are critical
times we must wash our hands: AlwayswashhandsAFTERhandlingfaeces: —Afterdefecating —Aftercleaningthebottomofababyorchild —Afterdisposingachild’sfaeces
AlwayswashhandsBEFOREhandlingfood: —Beforecookingfoodorboilingwater —Beforeservingfood —Beforeeatingandbeforefeedingothers
AlwayswashhandsAFTERhandlingwaste: —Afterhandlinganimalsandcleaninganimalwaste —Aftercleaningliquidandsolidwastes —Afteranyworkinvolvingcleaning
PartIII:Step-by-stepchastactivitiesforupperprimaryschool53
Topic 2: I Drink … Safe Water
Objectives Bytheendofthesessionchildrenwillbeableto: —Understandthedifferenttypesofwatersources —Differentiatebetweensafeandunsafewatersources —Explainthefactorsthatdeterminewhetherwaterissafefordrinkingornot —Listandexplainvariousmethodsofwatertreatment
Duration 45minutes
Materials —‘Good’poster:Rubyisfetchingwaterfromaprotectedwatersource —‘Bad’poster:Naughtyisfetchingwaterfromtheopenwellwhileheisstandinginthe
water —Visitfromhealthworker —Paperandcrayons
What to do Group discussion: Askthechildrenanumberofquestionssuchas: Wheredoyoufetchyourdrinkingwater(borehole,river,dam,standpipe,well,etc)?
Listallthethingsyoucandowithwaterathome,inthecommunity,atschool,etc.(drinking,swimming,washing,bathing,etc);
Whatdoesthismeanforthecleanlinessofthewater? Whyiswaterwhichlooksclearorwhichhasagoodtastenotalwayssafetodrink?
Howcanwaterhelpus?Andhowcanwaterharmus?
Childrenshouldlearntounderstandthatwatercollectedfromunprotectedsourcesispollutedandcanleadtodiseaseslikediarrhoea.Weshouldonlydrinksafewaterfromsafe(protected)sources.Ifyoudonothaveaccesstosafewaterandmustuseunsafesourceofwater,thenmeasuresshouldbetakentopurifythewater(boiling,filteringetc).
54
Exercise and expert presentation: Makealistofdiseasesthatcanbespreadthroughunsafewaterandfindoutabouttheir
symptoms,transmissionandhowtheycanbeprevented Thisexerciseisfortheolderchildren.Firstremindthemthatdirtywatercanbeanenemy
andthatmostcontaminationoccursduringthecollection,transportationandstorageofwater.Explaintheimportanceofhandlingwatersothatitremainsprotectedfromcon-taminationandthereforesafetodrink.Evenifwaterappearstosmellandtasteclean,itmaybecontaminated.Organismsthatcausediseasearetoosmalltobeseenbythenakedeye.Nowaskthechildrentomakealistofdiseasesthatcanbespreadthroughunsafewaterandfindoutaboutthem.Youcaninviteahealthworkertoexplainmoreaboutthediseases,theirsymptoms,andmodesoftransmissionandhowtopreventthem.
Environmental walk:
Observeyourwatersources Splittheclassupinsmallergroupsoffourtofivechildreneachandaskeachgroupto
gooutsideandwalkaroundtheschoolandthevillagetoseesomeofthewatersources.Givethematimeframebywhentheyneedtobeback.Backintheclassroomdiscusswhattheyhaveseen.Wasitcleanwaterordirty?Wasitfenced?Etc.
Drawing:
Oncethewaterisdrawnfromthesource,howdowekeepdrinkingwatersafefromcontamination?
Askthechildrentodrawapictureofasituationabouthowtoavoidwaterfromgettingpolluted,andthenorganisethedifferentpicturesinthefollowinggroups:“Collectionandtransportat/fromsource”and“Storageandhandlingathome”.
Possibleanswerstothequestionaboveare:
Collectionandtransportofdrinkingwaterat /fromsource: —Washhandsorhandsofchildrenbeforecollectingwater; —Cleanwatercontainersandropesbeforecollection.Containersusedtocollect,trans-
portandstorewatershouldbecleanedinsideandoutsideregularly.Aftercleaningthem,placewatercontainersinthesun(theheatandlightofthesunhelpstokillthegerms);
—Ensurethatwhilecollectingwater,thereisnowashingorcleaningactivitiestakingplacenearby,whichcancontaminateyourwateratthesource;
—Donotputhandsorotherobjectsinthewatercollected(childrenshouldespeciallybeinstructedontheimportanceofthis);alsonotwhileliftingorcarryingthejerry-canorcontainerasthiscancontaminatethewater;
—Coverthewatercontainerwhiletransporting
PartIII:Step-by-stepchastactivitiesforupperprimaryschool55
Storageandhandlingofdrinkingwaterathome —Storedrinkingwaterincleancontainersandkeepcoveredatalltimes.Coveringthem
willpreventgermsfromgettinginside; —Storedrinkingwaterseparatefromotherwaterusedforcleaning,laundryandcook-
ingfood; —Makeacleancupwithalonghandle(nohandsshouldbetouchingthewater!)avail-
ablefortakingwateroutofthecontainer.Thissamecupshouldbeusedbyeveryonetakingwaterfromthecontainer.Thisistopreventgermsfromspreadingfrompeople’shandstothewaterthatwouldthenspreadtootherpeoplewhodrinkthewater.Don’tdrinkwaterfromthesamecupbecausegermsmightcomefromyourmouthintothewater;
—Donotallowanyonetoputtheirhandsintothecontainerortodrinkdirectlyfromit; —Keepanimalsoutofthehouseandawayfromwatercontainers; —Keepfaecesandwastewater(especiallyfromlatrines)awayfromwatertobeused
forcooking,drinking,bathingorwashing; —Disposeofwastewaterbyguidingitintoagardenorsoakpit
Group discussion: Discusswiththechildrenthefollowingactionstoimprovetheirhealth: —Usethemostconvenientwatersourceforpersonalanddomestichygiene.Borehole
waterisusuallythesafesttodrink! —Drinkingwatershouldbecollectedfromthecleanestavailablesource.Safetyshould
bemadepriorityoverconveniencefordrinkingwater; —Inareaswherethere isnosafewater,peopleshouldpurifytheirwaterbyboiling,
chlorinating,orfiltering(throughsand/clayfiltersorcloth),usingSODISorthroughsedimentation.
Itisalwaysgoodtoboilwaterbeforedrinking:Boilingwaterkillsgerms.So,ifpossiblewatershouldbebroughttoboilandcooledbeforedrinking.Thisisespeciallyimportantforchildrenastheyarelessresistanttogermsthanadults.
Thereoftenmanyquestionsastohowlongwatershouldboiltodestroydiseasecausingorganisms.Inmanyoftheareaswheretheselessonsareimplemented,fuelandfirewoodaredifficultandexpensivetoobtain.Thecorrect length of time needed to boil water inordertodestroydiseasecausingorganismsandmakeitsafefordrinkingisactuallyzero minutes.Oncethewaterhas reached the boiling point(100°Cor212°F)ithasbeenhotenoughtodestroyorganismsforquitesometime.Afteryouremovethewaterfromtheheatsourceitwilltakeanotherperiodoftimeforthewatertocooldownenoughforyoutobeabletodrinkit,duringwhichitcontinuestoremainhotenoughtoeliminatepathogens.Evenatveryhighaltitudestheboilingpointofwaterishighenoughtohaveeliminatedthethreatofdiseasecausingorganisms.
56
Topic 3: Going To the Latrine
Objectives Bytheendofthesessionthepupilswill: —Understandtheimportanceofusingatoilet —Knowthehealthrisksofopendefecation —Describetheroleoffliesintransmissionofdiarrhoealdiseases —Understandtheirrolesinmaintainingthecleannessoflatrines
Duration 45minutes
Materials —‘Good’poster:Smartyisusingoneoftheschoollatrines;healsobroughtwithhimsomewaterandsoaptowashhishandsafterwards
—‘Bad’poster:Naughtyisdefecatingoutintheopen.Hesquatsnearbyawatersource
What to do Discussion:
Whyisitimportanttouselatrines? —Askthechildrenwhytheythinkthatitisimportanttouselatrines.Afterhavingreceived
severalanswersofthechildren,explain/addthat: —Topreventthespreadofdiseaseorganismsfromfaecestopeopletheyshouldusea
latrineorburythefaeces; —Makechildrenunderstandthatmanypeopleknowthatfaecesaredirty,buttheymay
notknowthatfaecescancausediseases.Diarrhoea,worms,cholera,typhoidandpolioarespreadwhengermsarepassedfromourfaecestohandsandclothes,tothewaterwedrinkandthefoodweeat,makingusallill;
—Alsomakethemunderstandthatifitisnotpossibletousealatrine,adultsandchildrenshoulddefecatewellawayfromhouses,paths,watersuppliesandanywherethatchildrenplay.Afterdefecating,thefaecesshouldbeburied.Manypeoplethinkthefaecesofchildrenareharmless,buttheyareNOT!Thefaecesofbabiesandsmallchildrenarefivetimesmoredangerousthanthatofadults.Sotheirfaecesshouldbecleanedupimmediatelyandputdownthelatrineorburied.Alsokeepthefaecesofanimalsawayfromhomesandwatersources.Anddon’tforgettowashyourhands!!!
Howcanfliestransmitdiseases? —Askthechildrenhowtheythinkthatfliescantransmitdiseases.Afterhavingreceivedthe
severalanswersofthechildren,explain/addthatifwedefecateintheopen,fliescansitonitandspreadgermstothenextplacetheysiton,forexampletheirfoodortheirface.
Whydosomepeoplenotusealatrine? —Ask thechildren toexplain thisanddiscuss the reasons.Thenagreeonwaysof
encouragingtheuseoflatrines.
PartIII:Step-by-stepchastactivitiesforupperprimaryschool57
Environmental walk: Visittheschoolfacilities —Takethechildrenonanenvironmentalwalktovisittheschoolfacilities:dumpsites,
latrines,kitchenetc.Stimulatethemtoobservetheconditionofthefacilitiescarefullyandtonoteanybadsmells.Alternatively,pairoffyoungerandolderchildren,sothattheolderchildrencanhelptheyoungeroneobserve.
—Backinclass,askthechildrentodescribewhattheyhaveseenandsmelled.Inthecaseofolderchildrentheycanfirstwritedowntheirobservationsbeforeexpressingthem.
—Assistthemtoreflectonthebadandthegoodpracticesandonhowtheycouldmovefromthebadtogoodpractices.Forolderstudents,ortheSchoolHealthClub,youcanhelpthemtoprepareasimpleplanforhygienicuseandmaintenanceoffacilities.
—However,schoolchildrencannotdoallthemaintenanceforschoolfacilities.Maintain-ing,repairingandimprovingfacilitiesrequirecooperationbetweentheschool,theparents,thelocalauthoritiesandtheMinistryofEducation.
58
Topic 4: My Beautiful School
Objectives Bytheendofthesessionthepupilswill: —Understandtheimportanceofkeepingtheenvironmentclean —Formulaterulesagainstlitteringoftheschoolcompound —Knowtheroleofschoolhealthclubinensuringtheschoolcompoundiskeptclean
Duration 45minutes
Materials —‘Good’poster:SchoolAisacleanschool.Theteachersandpupilsregularlycleantheschoolcompoundandtheydisposetheirrubbishingarbagepits
—‘Bad’poster:SchoolBisdirty,nocleaningistakingplace
What to do Group discussion:
WhatdifferencesdoyouseebetweenvillageAandvillageB? —Askthechildrentohaveagoodlookatthetwodifferentpicturesandletthemexplain
whatdifferencetheyseebetweenschoolAandschoolB.
Whyisitimportanttoputourrubbishinabinorgarbagepit? —Askthechildrenwhytheythinkitisimportanttodisposerubbishinabinorgarbage
pit.Afterhavingreceivedtheseveralanswersofthechildren,explainthevariousrisksandnuisances:
—Diseaseorganismsarespreadfromrubbishtopeoplethroughtheenvironmentandthroughflieswhenitisscatteredoutintheopen.Thesolutionthereforeistoproperlydisposeofgarbagetopreventdiseaseorganismsfromspreadingtopeoplethroughfliesandthroughenvironment.
—Thendiscusswiththegroupthateveryfamilyshouldhaveaspecialpitwherehouse-holdrubbishisburiedorburnedatleastonceaday.Itwouldalsobegoodiftheycouldreducethequantityofrefusetobedisposedofbycompostingandre-useofmaterialssuchasplasticbags.
Solidwaste —Alternativelytheteachercanbringsomeexampleshim/herselforaskthechildrento
collectsomeexamplesofsolidwastetheycanfindaroundtheschoolpremises. —Showtheitems(suchaspolythenebags,paper,sweetwrapper,andglassbottle/jar)
tothegroupandaskthemtosaywhateachitemisandwhereitcanbefound.Whyaretheseitemsfoundthere?
—Askthemwhathappensifeverybodykeepsthrowingalltheirrubbishoutintheopen.Thenfacilitateadiscussionaboutbettermeansfordisposalandreuseofwaste.Someofthequestionsthatyoumayaskinclude:
—Whatwillyoudoifyouseeafriendthrowingawayrubbish? —Whereshouldyouthrowwaste? —Whatwayscanyouusetorecyclepolythenebags,bottles,peelingsoffruit,etc? —Afterwardstakethechildrenonanenvironmentalwalkthroughtheschoolandask
themtonamethekindsofwastetheycansee.
PartIII:Step-by-stepchastactivitiesforupperprimaryschool59
Setting up school health club: —Studentsandteachersfromtheschoolhealthclubshouldmakeregularinspections
oftheschoolgarbagepits,latrines(bothboysandgirls)etc.Theyshouldcheckthatthefacilitiesareproperlyused,nowasteislyingaround,thelatrineholesarecovered,thetoiletsarecleanandthatwaterforhandwashingisavailable.Iftheyarenotclean,ornowaterisavailabletheycouldreporttothe(head)teacherandaskadviceonhowtoimprovethis.
—Theschoolhealthclubcanalsotakeupotherresponsibilitiessuchasorganisingcleaningcampaigns,checkingonchildren’spersonalhygiene(cleannails,etc).Schoolhealthclubsoftenorganisesanitationandhygienegamesandcompetitionsinschoolaswellaseventsforparents,families,andthecommunity.
60
Topic 5: Germ Free Food
Objectives Bytheendofthesessionthepupilswill: —Understandtheimportanceofcoveringcookedfood —Formulaterulestoensureeverypupilwashesproperlyhis/herhandsbeforeeating/
handlingfood —Knowvariouswaysofensuringfooddoesnotgetcontaminatedwithgerms
Duration 45minutes
Materials —‘Good’poster:PictureAshowscoveredfoodinutensilsonatablewithnoflies —‘Bad’poster:PictureBshowsuncoveredfoodinutensilsonatablewithfliesalloverit
What to do Group discussion:
WhatarethedifferencesbetweenpictureAandB? Askthechildrentohaveagoodlookatthetwodifferentpicturesandletthemexplain
whatdifferencetheyseebetweenpictureAandpictureB.
Whyisitimportanttocovercookedfood? Askthechildrenwhytheythinkitisimportanttocovercookedfood.Afterhavingreceived
theseveralanswersofthechildren,explain/addthat: —Sincefliesbreedindirtandespeciallyfaeces,theynaturallyserveasameansof
transmissionofdiarrhoealdiseaseswhentheycomeintocontactwithourfood.There-fore,itisimportanttocovercookedfoodinordertokeepfliesfromcontaminatingitwithdisease-causingorganisms.Coveringfoodcanalsohelptokeepawayotherpestslikecockroachesandrats;
Alsodiscusswiththechildrenthefollowingactionsforgoodfoodhygiene: —Cleaningthekitchenorfoodpreparationarearegularly.Thiswillpreventbreedingof
cockroachesandrats —Washinghandswithsoapbeforehandlingfood —Washingrawfood,vegetablesandfruits —Propercookingoffoodintermsofdurationandtemperatures —Ensuringthatfoodstorageareaisclean —Useofcleanutensils/containersfortransporting,storing,preparingandservingfood
Story telling:
Foodhygiene Askthechildrentothinkof/writeastoryandgiveitaninterestingtitlee.g.“Myfavourite
food”,letthemtellwhentheyhaveit,howitispreparedandwhetherthepreparationprocessishygienicornot.
Askeachchildtosharehis/herstorywiththerestoftheclass.(Creativewritingand
speechskillswillbedevelopedinthisexercise.)
PartIII:Step-by-stepchastactivitiesforupperprimaryschool61
Exercise:
Washinghandsbeforeschoolmeals Thisisoftendifficulttoorganiseandagoodtopicfortakingupasaproblemsolving
exercise. —Askanolderschoolclassortheschoolhealthclubtothinkofwaysinwhichthey
couldgeteveryonetowashhandsbeforeeating–andhowtodosoquickly; —Askthemtothinkofwaystoensuretheavailabilityofsoaporsoapalternatives; —Askthemtothinkofwaystoensurethatthehandwashingareastayscleanandwaste
waterisproperlydisposedof; —Challengethemtocomeupwithmethodsthataresustainableandequitable
Helpthemtotryoutthemethodsandifnecessaryimprovethem.
62
Topic 6: How to Prevent Diarrhoea
Objectives Bytheendofthesessionthepupilswill: —Understandvariousroutesoftransmissionoffaecal-oraldiseases —KnowthesymptomsofdiarrhoeaandhowtoprepareORSsolution —Understandhowtoblocktheroutesoftransmission
Duration 45minutes
Materials —Poster:F-diagram —Paper,crayons,tape
What to do The F-diagram: Diarrhoeal disease transmission Itcanbedoneinplenaryorbysmallgroupsofchildren.Inthelattercase,theteacher
comparestheresultsinplenaryandhelpstoaddanymissingrisks/connections.Thediagramscandifferfromeachother;whatisimportantisthateachdiagramdepictsallsixF’swithaccurateconnections.
—Firstaskachildtodrawapictureofachildwithdiarrhoeaandtoplacethisontheleft-handsideoftheblackboardoronthegroundontheleft-handsideinacircleofstandingorsittingchildren;
—Askanotherchildtodrawapictureofahealthychildandplacethisontheright-handside;
—Askthechildrenhowdiarrhoeamaybetransmittedfromtheillchildtothehealthychild;
—Asksomechildrentodrawapictureofeachtransmissionrouteorwritethewordconcernedonacard,slipofpaperorslateandplacethembetweenthepicturesofthechildren;
—Asktheotherchildrentoaddintransmissionlines,using,forexample,twigsortwine,untilthediagramiscomplete;
—Nowaskthechildrentodescribetransmissionroutesandhowtransmissioncanbeprevented
PartIII:Step-by-stepchastactivitiesforupperprimaryschool63
PB:PrimarybarrierSB:Secondarybarrier
Adapted from Kawata, 1978
Discussthefactthatmanypeopleuseopendefecationwithoutburyingtheirfaecesorusinglatrine.Thegermsthatexistinfaecescaneasilybetransferredthroughthefollow-ingroutesoftransmission:Fluids(water),Fingers,Flies,Fields,andFood.
Group discussion
Whatarethesymptomsofapersonsufferingfromdiarrhoea? Askthechildrenwhatthesymptomsareofsomeonesufferingfromdiarrhoea.Afterhav-
ingreceivedtheseveralanswersofthechildren,explain/addthat: —Childrenwhohavediarrhoeahavealoosestool(wateryfaeces)andthereforelosea
lotofwaterandsalt,especiallyiftheyarealsovomitingandhaveafever; —Childrenmaydieofdiarrhoea,usuallybecausetheylosemuchwaterandvitalsalts
fromtheirbodies.Thisiscalleddehydration; —Childrenshouldallknowaboutdehydrationeffectsandhowtopreventandtreatthem:
Givingthepersonplentytodrinktoreplacethewaterthatislost,assoonasthediar-rhoeastarts,andgivingthepersonenoughfoodtokeephimorherstrong(especiallyfoodthatcontainssaltasthisholdsthewaterinthebody);
—ORSiseasilymadebyaddingaspoonofsugarandapinchofsalttoaglassof(safe)drinkingwater.
Howcantheabovementionedroutesoftransmissionbeblockedtopreventdiarrhoealdiseases?
Askthechildrenhoweachtransmissionroutecanbeblocked.Afterhavingreceivedtheseveralanswersofthechildren,explain/addthatthesearethegoodbehavioursthatpeopleshouldfollowatalltimes:
—Handwashingatcriticaltimes(blockFingers) —Drinkingonlysafewater(blockFluids) —Usingalatrine(blockFaecesandFlies) —Safedisposalofwaste(blockFliesandFields) —Coveringfood(blockFood)
64
Part IV: School Health Clubs
Guidelines for School Health Clubs
Introduction
TheSchoolHealthClubisoneofthesignificantinstrumentsforbringingthedesiredhygienebehaviourchangeamongschoolchildren.AsacomplimentarytotheCHASTmethodology,itservestocarryonwiththehygienemessagesevenafterthecompletionoftheCHASTtrainingsessions.Italsoservesasavehicletoreachtothechildrenwhodonotcome to theschooland thecommunityat largewithkeyhygienemessagesthroughoutreachprogrammes.
The Structure of a School Health Club
ASchoolHealthClubshouldbecomposedofapatron(preferablyateacherwhoisinchargeofsanitation),achairperson(apupiloftheseniorclass),asecretaryandrepre-sentativesfromdifferentclasses(ideallyfromp4top5).Whencomingupwiththestruc-tureoftheSchoolHealthClubinamixedschool,careshouldbetakentoensurethatgenderbalanceisobserved.Theclassrepresentativesmaybeselectedbasedonmeritoronvoluntarybasis.TheframeworkbelowsummariseswhattheSchoolHealthClubshouldlooklike:
Patron
Chairperson
Secretary
Various class representatives
Roles of the SHC members
Patron He/shecoordinatesactivitiesoftheSHCbygivingadviceaspertheoccasion.
Chairperson He/shechairsthemeetingsoftheSHCandmakesdecisionsinconsultationwiththe
patron.
Secretary He/shetakestheminutesofthemeetingsandorganizesmeetingsandevents.
Class representatives He/shecoordinateshis/herclassforhygieneandsanitationactivities,alsohe/shemay
channelanyproblemsorchallengesfacedbyhis/herclasstotheSHCduringthemeet-ings.Beingtherepresentativeoftheclasshe/sheshouldmonitorandensurethattheclassmatespractisegoodhygienebehaviours.
66
Main issue
Activity Target Monitoring Indicators
When to measure
Respon-sibility
Expected output
Pre
ven
tio
n o
f d
iarr
ho
eal d
isea
ses
Useandmaintenanceoflatrines
Allschoollatrinesmaintainedandinuse
Clean,locked,clearpathtothelatrine,presenceoffliesandsmell
Daily Schoolhealthclub,patron,dutymasterandpupils
Wellmaintainedlatrinesinuse
Washinghandsaftervisitinglatrinesandbeforeeating
Ensureallpupilswashhandsafterusingthelatrineandbeforeeating
Availabilityofhandwashingfacility,soapandwater
Daily Patron,pupils,SHC,dutymaster
Allpupilswashhandsafterusingthelatrineandbeforeeating
Personalhygieneofpupilsintheschool
Allpupilsmaintainhighpersonalhygiene
Cleanclothes,trimmedfingernails,shortandneathair,cleanfaceandbody,cleanhandkerchiefs
Dailyduringtheschoolassemblies
Patron,pupils,SHC,dutymaster
Allpupilsmaintaintheirpersonalhygieneatadesiredlevel
Maintainingcleannessoftheschoolcompoundandtheclassrooms
Theschoolcompoundandclass-roomsarealwayscleanandfreefromlitter
Dutyrosters,regularobservations,availabilityofcleaningmaterials(brooms,dusters,wateretc)
Daily Patron,pupils,Schoolhealthclub,dutymaster
Theschoolcompoundandclassroomsarealwaysclean
Organiseschoolhygieneandsanitationevents
Allpupilsareinformedaboutgoodhygienepractises
Aprogrammeofthehygieneevents(interclasscompetitions,handwashingdaysetc)
Everymonth Schoolhealthclub,patronandschooladministration
Allpupilshaveadequateknowledgeofgoodhygienepractises
Communityvisitstargetingchildrenwhodonotgotoschool
Childreninthecommu-nityarereachedwithhygienemessages
Aprogrammeofoutreachvisitsandprogramme
Everyfortnight(aftertwoweeks)
Schoolhealthclub,patron,schooladministrationandcommunityleaders
Childreninthecommunityarereachedwithhygienemessages
PartIV:SchoolHealthClubs67
Objectives and Activities of the School Health Club
AsmentionedintheintroductionthetwomainrolesoftheSchoolHealthClubare: —TocarryonwiththehygienemessagesevenafterthecompletionoftheCHASTses-
sions,and; —Toreachouttothechildrenwhodon’tcometotheschoolandthecommunityatlarge
withthehygienemessagesthroughvisitations.
InordertoaccomplishitsobjectivestheSHCneedstoplancarefullywhatactivitiestheycanengagein,whenandwhatmaterialstheyneedtoexecutetheactivity.TheactivitiesframeworkbelowisanexampletoguidetheSHCinmakingaworkableplan:
Afterdevelopingsuchaframeworkofactivitiesastheoneabove,theSchoolHealthClubshoulddevelopamoreconcreteprogrammeofwhentodoitsvariousactivities.Theycanalsoorganiseregularmeetingseitheronceortwiceaweektoassesstheirprogressandplanmoreactivitiessuchashandwashingdays,interclasshygienecompetitions,practicesongs,dramaandpoemsforsuchevents.
Regardingtheinterclasshygienecompetition,allpupilsshouldbeinvolvedwithguidancefromthemembersoftheSchoolHealthClubineachoftheclassestheyrepresent.Someoftheactivitiesthatcanbechosenforthecompetitionincludehygienequizzes,hygienerelatedsongs,poemsandartisticdrawings.Allpupilsshouldbefacilitatedtocomeupwiththesecompositionsandpracticethembeforetheactualdayofcompetition.Cer-tificatesandotherawardsmaybegiventothebestpupilsineachcontesttoencourageactiveparticipation.
Asmentionedearlier,theSchoolHealthClubshouldalsoreachouttotheadjacentvil-lagestopassonthishygienemessages.Priortothesevisits,informationshouldbesenttothecommunityleadersregardingthevisittoensurethatchildreninthatcommunityaremobilisedfortheevent.Sucheventsmayinvolvetheuseofroleplays,songs,poemsandpracticaldemonstrations(properhandwashing).
Advantages of using School Health Club for hygiene promotion
BelowaresomeoftheadvantagesofusingSchoolHealthClubforhygienepromotioninschools:
—Itencouragesparticipationofallthestudentsintheschoolespeciallyintheopendayevents
—ItensurescontinuityofhygienepromotionactivitieslongaftercompletionoftheCHASTtrainingsessions
—Itoffersaneasyplatformforregularmeetingssincetheclubmembersarealwayspresentintheschool
—Itimbuesthestudentswithleadershipskillsandthusbeabletotakeresponsibilityoftheirhygienesituation
—Itservesasagoodmonitoringtoolforboththeschooladministrationandprogrammeplanners.
68
Part V: Preparing the Materials
Preparing the CHAST Materials
Itisrecommendedthatthepostersandcardsarelaminatedtoprolongtheiruseinthefield.Boththepostersandplayingcardsneedtobecuttospecifiedsizesafterlaminat-ing.Itisalsorecommendedthatyoucutthecornersofthecardstoanangleof45°topreventthechildrenfromhurtingthemselvesonthepointedcorners.
Allthepostersshouldhaveaholeinthemiddleofthetopedgetoenablethechildrentofixthemtotheboardswithpins.Theseholescanbeproducedwithahole-punch.AtleastfourcopiesofeachsetofMemoryplayingcardswillbeneededtoallowforworkinginsmallergroups.Tomakeiteasiertosortoutthecardsaftereachsession,eachcopyshouldbeprintedonadifferentcolouredpaper.
70
Materials needed for Lower Primary School
Step 1 Activity 1.1: Introduction of participants and characters PostersofCharacters: —Ruby,asmartlydressedgirlgoingtoschool —Smarty,blowinghisnosewithacleanwhitehandkerchiefonhiswaytoschool —Naughty,blowinghisnoseinanunhygienicwaywithoutahandkerchief
Activity 1.2: Everyday stories Setoftenpostersshowscommonleisureactivitiesoflocalchildren–bothforgirlsand
forboys.Black-and-whitedrawingsareusuallytakenfromthe“Everydaystories”touseforcolouringpurposes,butotherposterscanalsobeused.
Activity 1.3: Initial evaluation Materialsforthisactivityinclude: —Pinboardandpins —Pictureofaboyandapictureofagirl —3picturesofhandwashingoptions:washingwithsoap,washingwithwateronly,not
washing —2picturesofsanitationoptions:childusingtoilet,childdefecatingoutintheopen —6largeenvelopes —Colouredpaperclipsorothertypesoftokensthatcanbeusedforvotingexercise
(stones,twigs,etc) —Notebookandpenforrecordingresults
Step 2 Activity 2.1: Good and bad hygiene practices Aminimumof20posterswithgoodandbadhygienemessages(10each).Theposters
shouldbesortedintotwocategoriesnamelyGoodhabitsandBadhabits.
ThesetalsoincludesgreenandblueSmiley’ssymbolisinggood(green)andbad(blue)habits.Note:othercolourscanbechosen,basedonlocalculturesandbeliefs.
PartV:PreparingtheMaterials71
Step 3 Activity 3.1: Memorising good and bad hygiene practices Apackofcardscontainsaminimumof15identicalpairs.Theactivityrequiresatleast
threepacksofcardswithdifferentpatternsontheback(tomakethemeasiertoseparate),butthisdependsonthegroup/classsizes.
Activity 3.2: How germs are spread ‘Naughtyissick’isaseriesofninepostersthattellastoryaboutNaughtyandSmarty
playingfootballandhowNaughtydevelopsadiarrhoealdiseaseandlearnsfromhismistakeandavoidsitthesecondtime.
1. NaughtyandSmartyplayingfootball
2. Rubybringsthem(NaughtyandSmarty)drinkingwater
3. Naughtydefecatesinalatrinebutdoesnotwashhishands
4. Smartydefecatesinalatrine
5. Smartywasheshishandsafterwards
6. Naughtygoeshometoeat
7. Smartygoeshometoeat
8. Naughtybecomessick,whileSmartygoesbacktoplayingfootball
9. Ruby,SmartyandanotherfriendvisitNaughtyandadvicehimtowashhishandsnexttimeaftervisitingthelatrineandbeforeeating
Activity 3.3: Germs are spread by flies AnA4sizeposterwithdrawingsofafly,orflies,andsometapeorsafetypintoattach
thepostertothepersonplayingtheroleofa“fly”intransmissionofdiseases.Thereshouldalsobeasimulationoffoodservedonplatesandalatrine.
72
Step 4 Activity 4.1: Blocking the routes of germs The‘Germroutes’postersinclude: —‘Naughtyisunwell’ —Drinkingwater/watersource —Faeces/opendefecation —Flies —Food(uncovered) —Fingers —Mouth
Thefollowingpostersarerequiredtoblockthebadbehaviours: —Handwashing(withwaterandsoap) —Coveredfood —Alatrine —Containers(withcovers)fordrinkingwater
Activity 4.2: Hand washing exercise Thisactivityrequiresthefollowingmaterials: —‘Handwashing’drawings —Crayons —Watercontainer,soaporwashingpowder —Presentationmaterials
Activity 4.3: Tooth brushing exercise Thefollowingmaterialswillbeneededforthisactivity: —Drawingson‘Toothbrushing’ —Crayons —Toothbrushandpasteoralternative/localmethodoftoothbrushing(e.g.sticks) —Presentationmaterials
Activity 4.4: Latrine use exercise Inthisactivitythefollowingmaterialswillbeuseful: —Drawingson‘Usingthelatrine’ —Crayons —Awatercontainer —Soapand/orwashingpowder —Presentationmaterials —Alatrine
Activity 4.5: Face washing exercise Thefollowingitemswillbenecessaryforthisactivity: —Abasinwithcleanwater —Adipper —Soap —Acleanfacetowel(optional)
PartV:PreparingtheMaterials73
Step 5 Activity 5.1: Final evaluation Thematerialsforthisactivityinclude: —Pinboardandpins —Pictureofaboyandapictureofagirl —3picturesofhandwashingoptions:washingwithsoap,washingwithwateronly,not
washing —2picturesofsanitationoptions:childusingtoilet,childdefecatingoutintheopen —6largeenvelopes —Colouredpaperclipsorothertypesoftokensthatcanbeusedforvotingexercise
(stones,twigs,etc) —Notebookandpenforrecordingresults
Activity 5.2: Closing ceremony Theclosingceremonyneeds: —Awardsforthechildren —Certificatefortheschool/class —Severalpostersfromthedifferentsessionstosummarisesomeofthelessonslearnt
74
Materials needed for Upper Primary School
TheCHASTupperprimaryschool topicsarenormallypresentedusinganA3sizedlaminatedflipchartwithcoloured illustrationsonthe foreand instructionsonhowtofacilitateeachtopiconthebackside.Thatwaytheteacher/facilitatorcanshowtheillus-trationstothestudents,whilereadinginstructionsattheback.
Justlikethelowerprimaryschoolsessions,thesesessionsarenormallyfacilitatedinaparticipatorymannerwiththeaimofimbuingthechildrenwithcreativethinkingwhileconveyingtothemcriticalhygienemessages.Thematerialsthatthefacilitatorneedstopreparebeforeeachsessionaresummarizedonthetablebelowaccordingtoeachtopic:
Topic Facilitation materials
Topic1:
“Clean is Beautiful”
—Acontainerwithwater,soapandtwowhitecloths
—Markerpen/chalkandboard
—WhiteA4paperswithcolouredpencils/crayons
Topic2:
“I Drink … Safe Water”
—Markerpen/chalkandboard
—WhiteA4paperswithcolouredpencils/crayons
Topic3:
“Going to the Latrine”
—Markerpen/chalkandboard
Topic4:
“My Beautiful School”
—Markerpen/chalkandboard
—Samplesofsolidwastefromtheschoolcompound
Topic5:
“Germ Free Food”
—Markerpen/chalkandboard
Topic6:
“How to Prevent Diarrhoea”
—Markerpen/chalkandboard
—WhiteA4paperswithcolouredpencils/crayons
PartV:PreparingtheMaterials75
References
Hubley,J.Communicating Health.London,1997.
Klipert,H. Methoden-Training.Weinhelm&Basel(Beltz),1997.
Bockhorn-Vonderbank,M.Children’s Hygiene and Sanitation Training (CHAST),CaritasSwitzerlandandCaritasLuxembourg,Hargeisa,2004.
Pretty,JN,Guijt,I,Thompson,J,Scoones,I.A trainer’s guide for participatory learning
and action.InternationalInstituteforenvironmentandDevelopment(IIED),London,1995.
Rohr-Ronendaal,P.Where there is No Artist.London,1997.
SanchezTorres,Aet-al.Draft Working paper on an Overview of School Sanitation and
Hygiene Education in Developing Countries.InternationalWaterandSanitationCentre(IRC),Delft,theNetherlands.2002.
UNICEF.A manual on School Sanitation and Hygiene.NewYork(UNICEF,3UnitedNationsPlaza,NewYork,N.Y.1017),1998.
Westphal,U.etal.Participatorymethodsforsituationanalysisandplanningofprojectactivities.Berlin,1994.
Wood,S,Sawyer,R,Simpson-Hebert,M. PHAST Step-by-step Guide.WorldHealthOrganisation(WHO),Geneva,1998.
We help people.
Caritas WASH [email protected]
Caritas Switzerland/Luxembourg OfficeNew Rehema House, Westlands, Nairobi, Kenya+254/204447699 or 7267
This edition is printed as part of the Swiss Water and Sanitation NGO Consortium project funded by the Swiss Agency for Development and Cooperation (SDC).