Child Rights and Responsibilities Activity Report (Girls)

Child Rights and Responsibilities awareness session with Grade 4 students (Girls)

The comprehensive session on child rights and responsibilities was conducted for fourth-grade students, encompassing various activities to enhance their understanding of the topic.

1. Detailed Discussion:

A thorough discussion initiated the session, allowing the students to share their perspectives and knowledge on child rights and responsibilities,

2. Interactive Board Activity:

Students actively tagged rights and responsibilities on the board, prompting a visual representation of key concepts.

3. Dialogues:

A dialogue session allowed students to express their thoughts, fostering communication skills and empathy towards other’s viewpoints.

4. Poster Making

Students engaged in the creative process of making posters reinforce the importance of visual aids in understanding complex topics.

5. Role Play

Through role-playing scenarios related to child rights and responsibilities, students gained practical insights into real-life situations, enhancing their problem-solving abilities.

6. Expressive Reflection

The session concluded with students articulating what they had learned, encouraging self-reflection and consolidating the knowledge gained.

Learning Domains and Skills

1. Cognition Domain.
   • Knowledge Acquisition:-

Students gained knowledge about child rights and responsibilities.

• Comprehension:-

The understanding was reinforced as students were asked to mention child rights or responsibilities on the whiteboard.

• The detailed discussion and interactive board activity stimulated critical thinking, allowing students to analyse and categorise information.
• Role-playing scenarios challenged their problem-solving abilities and decision-making skills

2. Affective Domain:-

• Empathy.

Dialogues and reflection activities nurtured empathy and understanding, promoting emotional development.

• Poster-making allowed students to express their feelings and thoughts creatively.

• Responsibility:

Students were encouraged to reflect on their roles and duties.

3. Psychomotor Domain:-

• Verbal Expression.

Students verbally expressed their understanding of child rights and responsibilities at the end, enhancing communication skills.

• Poster-making and role-playing involved physical activities, contributing to developing fine and gross motor skills.

Sustainable Development Goals.

This activity was also aligned with multiple SDGs:-.

• SDG 4: Quality education:

The session provided inclusive education by educating the students about the fundamental concepts of child rights and responsibilities.

• SDG: Gender equality:

Discussing the child’s rights and responsibilities emphasised the importance of equal opportunities for both boys and girls.

• SDG 16: Peace, justice and strong institutions:

Understanding child rights lays the foundation for a peaceful and just society.

• SDG 17: Partnerships for the Goals:

The Gohar Zaman Foundation, Frontierian Academies (FSA), and ECMPR are working together to provide education on rights and duties to children aged 8 and 9 to achieve SDG 17. A group of facilitators, including Ms. Rakhshi Saleem (M.Phill Education), Ms Safina (M. Sc. Food & Nutrition), Ms Nighat (M.Sc. Psychology), Ms Brekhna (M.Sc. Botony), Ms Kalsoom (ADA), Photography & Videography, led the activities. With assistance from Ms. Momina (Arts & Design) and Ms. Saima Hamid, the session coordinator.

Conclusion

Students in Grade 4 found the Child Rights & Responsibilities exercise to be a worthwhile and enjoyable experience. With broader worldwide efforts to build a more equitable, inclusive, and sustainable society, this project helps young brains grow holistically by encouraging awareness and a feeling of duty, preparing them to become responsible and knowledgeable global citizens.

Video of the Session