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close this bookOutreach No. 96 - Children in Especially Difficult Circumstances - Part 1: Working and Street Children (New York University - TVE - UNEP - WWF, 68 p.)
View the document(introduction...)
View the documentOUTREACH information packs
View the documentAcknowledgements
View the documentLocation map
View the documentHow to use OUTREACH packs
View the documentOUTREACH packs on Children in Especially Difficult Circumstances
View the documentHow to use OUTREACH pack no. 96
View the documentArticle: Street children
View the documentFacts and opinions: Street children: the numbers
View the documentEducational resources: In the shadow of the city
View the documentClass activity: Who is a street child?
View the documentQuestions and answers: Where do street children come from?
View the documentClass activities: Urban and rural life
View the documentArticle: Child labour
View the documentClass activity: The causes of child labour exploitation in poor countries
View the documentArticles, interviews and activities: Lives of children in especially difficult circumstances: Part 1: street children and child labourers
View the documentArticle and activities: Street educators
View the documentArticle: Informal education for Nairobi's street children
View the documentEducational resources: A comic about street children
View the documentQuestions and answers: Questions children ask about sexual exploitation
View the documentPractical guidelines: Practical advice for AIDS educators working with street children
View the documentArticle: Helping street children
View the documentArticle: A self-help project for street children in India
View the documentActivities: Child-to-Child activities for children who live and work on the streets
View the documentArticle and activities: Convention on the Rights of the Child
View the documentArticle: Empowering children
View the documentEducational resources: African jigsaw
View the documentArticle: The children's movement in Brazil
View the documentSuggestions for action: How city mayors can help
View the documentRadio spots: Life is harder in the city
View the documentVideo resource: The Karate Kids project
View the documentPublications: Innocenti Studies: the urban child in difficult circumstances
View the documentFilm, video and radio resources: Children in difficult circumstances: street and working children
View the documentOrganisations: The Consortium for street children
View the documentOrganisations: CHILDHOPE

Class activities: Urban and rural life

* Discuss in class the rural and urban environments that students and their families have experienced. Brainstorm and list all the arguments for living in (a) rural and (b) urban areas in your region.

* Have each student interview a person he/she knows that has moved from a rural to an urban area. Discuss in class beforehand the purpose of the survey and what types of questions might be asked. Also consider how interviews should be conducted (for example, interviewers should be polite to the people being interviewed, and should begin by explaining the purpose of the survey). Have the students present their survey findings to the class, and discuss issues that emerge from the surveys. Have students act on their recommendations. Here are some survey suggestions:

Survey 1: to identify ways to stem the flow of people from the countryside

Questions should be concerned about why people moved to the city; what they thought about city life before they left the countryside and how this impression is similar to/different from reality. Possible talking points: what might be done to improve the situation in rural areas; how people can learn about city life before migrating.

Survey 2: to find out if people are better off moving to the city

Questions should focus on what the people being interviewed did when they lived in rural areas and what they are doing in the city; what people like and do not like about rural and city life. Possible talking points: ways to improve rural and/or urban living conditions.

* Have each student describe, where they would like to grow up - in a rural area or in a town or city. Have them give reasons.

* Have students write poems, draw pictures or make up plays about life in the city and/or life in the countryside. Have them perform for the community.

* Discuss in class what improvements the students living in poor urban areas would make to their living conditions. They might suggest environmental improvements (e.g. safe play areas, improved physical access to school); economic improvements (e.g. more jobs, more training) or social improvements (e.g. having people that children and families can turn to for help). Divide the class into small groups, and have each group select one improvement they would like to see in their neighbourhood. Then, have each group discuss ways to have that improvement implemented. Each group should present its recommendations to the class and/or members of the community. If possible, have the students put their ideas into action. Encourage community involvement.