Child Group Story

May 2025

Namaste,

During the discussion session of the Aawaj Child Group, we began by reviewing the outcomes of our previous conversation and then started today’s discussion on the topic of conflict management.

At the beginning, I asked everyone, “What is conflict?” For many, the word itself felt new. Some responded by saying, “Conflict means fighting, scolding, or getting angry.” Then, I explained to everyone that conflict refers to the mental struggle that arises due to disagreements between two or more individuals. This is the most commonly understood and widely used definition. It can stem from differences in opinions, concerns, or goals.

As the session progressed, I could sense from the participants’ reactions that they were gradually understanding the concept.

Continuing the discussion, I asked, “Where do such conflicts occur?” In response, the children shared that they often experience conflicts at home, between friends, and among relatives. Listening to their answers, I affirmed their thoughts and added: “Yes, such conflicts can occur among friends, within families, in communities, in schools, and even in politics. The word conflict can imply struggle, competition, or rivalry. It may involve physical or emotional efforts.”

Conflict is not always a bad thing—it can sometimes lead to positive outcomes. Conflict can be both constructive and destructive. However, today we are focusing on negative conflicts. A small disagreement can escalate into major disputes or even war, which shows how serious the matter can become.

Therefore, it’s not enough just to understand conflict—we must also learn how to manage it effectively. There are several methods for resolving conflicts, including:

• Identifying the conflict
• Recognizing the emotions involved
• Brainstorming possible solutions
• Reaching an agreement
• Implementing the solution

Another approach includes:

• Stopping the conflict
• Calming the situation
• Encouraging dialogue and active listening
• Taking responsibility
• Finding a solution that works for both sides

After explaining all these points clearly, I emphasized that we must start applying these practices from today itself. We should build habits such as resolving disagreements with our friends, openly sharing our feelings, and playing together in harmony.

To help the children understand the importance of equality and resource sharing, we played a resource management game.

The children were divided into three groups. Group 1, comprising with only two members, was given plenty of colorful pencils and 5 minutes to draw whatever they wished. Only two children from this group were allowed to participate. They enjoyed the freedom, used all the colors, and created vibrant drawings without any rush.

Then came Group 2.  Comprising 5 members, this time, although more children wanted to participate, only a few resources were available—many pencils were taken away. They were given only 2 minutes. Despite trying their best, the children struggled with the limited resources and short time.

Finally, Group 3 was asked to draw. All remaining children in this group had to participate, but they were given just one color pencil and only 1 minute. Many of the children didn’t even get a chance to touch the pencil, let alone draw anything. Their disappointment was visible—the frustration, the sadness, the sense of unfairness.

After the activity, we asked them:
– “What happened?”
– “Why couldn’t everyone draw?”
– “Why weren’t you given more time or more colors?”

At first, there was silence. Then slowly, children began to reflect. They realized how unfair distribution of resources created conflict and disappointment. They understood how being left out feels, and how inequality leads to frustration and imbalance.

We ended the session by discussing the importance of equal distribution of resources. The children expressed that if resources aren’t shared fairly, voices must be raised—not with anger, but with the courage to ask for change.

This simple yet powerful game helped them truly feel the impact of injustice—and the importance of standing up for fairness.

Finally, everyone committed to managing conflicts positively in the future. With this, we concluded today’s meeting by sharing information about the next session.

Sincerely,
Binod Kumar Ram

April 2025

Namaskar,
In the discussion programme of the Aawaj Child Club, we began by revisiting the outcomes of the previous session. Everyone took turns sharing what they had learned and the changes they had tried to implement in their behavior. After listening to their reflections and appreciating their efforts, I introduced today’s topic — SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats).

I observed that today’s topic felt quite new to everyone. Even though I had mentioned it in our last session, this deeper dive was something unfamiliar. I explained that we would be exploring and identifying our strengths, weaknesses, opportunities, and challenges in detail.

I shared with them:

• Until we understand our strengths, we cannot build on them.
• Until we acknowledge our weaknesses, we cannot improve our behavior.
• Until we identify the opportunities available to us, we cannot fully exercise our rights or participate meaningfully.
• Until we recognize the obstacles and barriers we face, we cannot overcome them or be prepared to fight through life’s difficulties.

Therefore, it is crucial for all of us to explore these aspects and apply this understanding in real life.

Then, I gave them a couple of minutes to think quietly and asked each of them to express their views related to the four areas. After some thoughtful silence, the children began to share the following insights:

Strengths:

• Always attending school regularly
• Cooperating and getting along well with friends
• Hardworking, honest, friendly
• Speaking politely
• Physically strong

Weaknesses:

• Watching too much TV and mobile
• Not studying at home
• Difficulty in changing behavior
• Habit of overspending
• Talking too much or being too shy

Opportunities:

• Being able to participate in various programmes
• Having the chance to be part of a child club
• Learning new things and making friends
• Getting to play games with friends

Threats/Challenges:

• Family stress or conflict
• Pressure of “you must do this”
• Lack of safety and protection
• Bad habits or negative influences
• Playing excessively and forgetting rules
• Forgetting responsibilities and wasting time

I read aloud everything the children had shared. Then, I emphasized that for our holistic development, it is essential to understand our individual characteristics, interests, behaviors, and environment. SWOT analysis is a simple yet powerful tool that helps us reflect on and evaluate these four areas separately.

Overall, SWOT analysis supports our self-awareness, helps us set direction, enables us to progress based on our capabilities, and assists parents, teachers, and the wider community to understand and support us better.

At the end of the session, all children agreed to do their own personal SWOT analysis. Together, we committed — to build on our strengths, reduce our weaknesses, seize opportunities, and face our challenges. With this core message in mind, we joined hands in unity and ended the session by informing everyone about the next meeting.

Thank you,
Binod Kumar Ram
Simrabhanipur, Rautahat

March 2025

Namaskar,

A discussion session on nutrition and a balanced diet was conducted for the children of Awaaz Child Group, Simrabhawanipur, Rautahat.

Before starting today’s session, we briefly reviewed the behaviors we had learned in the previous meeting. When asked about the efforts being made at home, in the community, and at school to prevent violence, each child shared their plans and the changes in their behavior. They said things like:

• “We don’t scold or hit our younger siblings or friends.”
• “We listen to what our elders say.”
• “For the past 15 days, we haven’t experienced any kind of violence.”
• “If we see or experience any violence, we will all speak up against it.”

Hearing these responses was truly inspiring.

As we moved on to today’s topic, I asked the children, “What did you eat today?” Each child shared what they had eaten, and I noticed that many were not consuming a balanced diet. So, I explained the different food groups to them, i.e. the different types of food which should be present in their diet:

1. Energy-giving foods – These foods provide strength to do our daily activities. Examples include rice, roti, beaten rice, puffed rice, potatoes, corn, etc.
2. Body-building foods – These foods help in growth and muscle development. Examples include milk, fish, meat, eggs, lentils, etc.
3. Protective foods – These foods protect us from diseases and strengthen our immune system. Examples include green leafy vegetables and fruits like mango, banana, apple, orange, cucumber, carrot, tomato, guava, etc.

As I explained, I could see that the children were fully engaged and understanding the importance of these foods.

Then, I asked them, “What do you eat for snacks at school?” Most answered instant noodles, biscuits, chips, and similar packaged foods.

I gently explained:

• “We should eat a variety of colorful foods.”
• “We should reduce sugar and tea consumption.”
• “Drinking plenty of water is important.”
• “Food should not only be tasty but also nutritious so that our body gets the necessary proteins and nutrients.”
• “Our body requires only 20% protein, out of which 12% is naturally produced by the body, and 8% must come from food. If we don’t get that 8% from food, even the 12% made by our body won’t be effective.”
• “Junk food provides no protein and affects our digestion, making us sick. It is just a waste of money!”

To make the session more engaging, I introduced a game. I divided the children into three groups, each representing one of the food categories. I placed food name cards and pictures in the center and asked them to pick the correct food cards for their category.

I was overjoyed to see that all the children picked the correct cards! Their enthusiasm and enjoyment were evident in their smiles.

At the end of the session, everyone promised to eat a balanced diet and avoid junk food. With this commitment, we concluded the discussion for the day.

Thank you,
Binod Kumar Ram
Simrabhawanipur, Rautahat

February 2025

Today, a discussion session on violence and abuse was conducted with the children of Awaaz Child Group, Simara Bhawanipur, Rautahat. Before diving into the main discussion, we briefly reviewed the key points from our previous meeting, which focused on child rights.

To begin, I asked everyone, “What is violence?” The children responded with answers such as hitting someone, scolding them, etc. I then posed another question: “If someone touches another person inappropriately, prevents them from speaking, only commands them to do tasks, speaks harshly, or humiliates them—does that count as violence?” Most of them said “yes,” while a few said “no.”

When I asked those who said “no” to explain their reasoning, they replied, “If it doesn’t cause physical injury, then it is not violence.”

Listening to their thoughts, I explained, “Any form of mistreatment that negatively impacts a person—physically, mentally, socially, or economically—is considered violence. Violence can happen within families, communities, and even schools.”

Children shared their experiences, mentioning instances where they regularly face scolding, beatings, discrimination, and mistreatment from family members, community members, and teachers. I emphasized the importance of speaking up, saying, “If you ever feel that you are experiencing violence, do not keep it to yourself out of fear. Speak up immediately—either by responding to the person or by informing a trusted friend, family member, or another reliable person. Staying silent can make things worse.”

The children listened attentively, and then one of them raised his hand and shared his experience: “One of our teachers always carries a plastic pipe to the classroom. He beats us and tells us not to come to school if we don’t complete our homework. I am very scared of him, and sometimes I don’t even feel like going to school.”

Hearing this, I reassured them and explained, “It is also a form of violence when a teacher beats children in such a way. To avoid this, you should always try to complete your homework. If you don’t understand something, ask your friends or your teacher. Also, study at home regularly. But at the same time, remember not to engage in any form of violence against others.”

The children responded in unison, “Yes, sir!” I then reminded them that respecting elders and being kind to younger ones is part of good behavior. They should always be aware of their surroundings and take what they learn seriously. Additionally, they must develop the ability to distinguish between right and wrong and evaluate situations independently.

I also assured them that I would visit their homes for follow-ups and to monitor their progress.

With this commitment, today’s session came to a successful conclusion.

Thank you,
Binod Kumar Ram
Simara Bhawanipur, Rautahat

January 2025

Namaskar,

The training started with a warm welcome by the chairperson of the Child Group. This meeting  followed the previous meeting on cleanliness and disease prevention. Before starting today’s session, they conducted a physical inspection of personal cleanliness as discussed in the last meeting. Those with deficiencies were provided feedback and encouraged for improvement.

To initiate today’s discussion, I asked the group how familiar they were with the topic. Although not everyone could provide an answer, I noted that their eagerness to learn through shared insights was inspiring, and I began the session.

Key Discussion Point: Understanding Child Rights and Its Four Pillars
Every child has the right to physical, mental, social, and emotional development. Child rights aim to ensure the well-being, development, and protection of all children. I explained that the United Nations has incorporated these rights into 54 articles, covering every aspect necessary for children. While discussing these, I observed the participants actively asking questions and showing genuine curiosity to grasp the concepts.

The Four Pillars of Child Rights:

1. Right to Survival:
   Every child has the right to survival from the moment of conception. This includes access to proper nutrition, clean water, shelter, and healthcare services to ensure a healthy life.
2. Right to Development:
   Children are entitled to education, access to information, opportunities for play and recreation, and emotional, mental, and physical growth.
3. Right to Protection:
   Children have the right to be safeguarded from abuse, neglect, exploitation, and harmful practices, such as child labor, trafficking, and violence.
4. Right to Participation:
   Children should have the freedom to express their thoughts and opinions, be involved in decisions affecting their lives, and participate in child groups and activities that enhance their overall well-being.

As the discussion progressed, I emphasized that every child deserves a unique identity, including a name, nationality, and familial connections. We also addressed critical issues in our families and communities, such as forced labor, child marriage, and trafficking, and pledged to take action starting today to eliminate these injustices.

Noticing that the session was getting long and participants were losing focus, I took everyone outside for an engaging activity. Together, we played a lively game of “Parrot flies, Cow flies…” that brought smiles to everyone’s faces and uplifted the group’s spirits.

At the end, I informed everyone that our next meeting, scheduled for 5th of Magh, 2081, will focus on the topic of violence. With that, the program concluded successfully.

Thank you.
Binod Kumar Ram
Simra Bhawanipur, Rautahat

Today Aawaj Child Group marked the first meeting on cleanliness and disease prevention following the analysis of the current situation and indicator development. The session began with a review of the previous meeting, where participants shared what they had learned. Many expressed how joining this child group had been an exciting and learning-filled experience. Some even mentioned that they rarely get opportunities to speak so freely and joyfully in other settings, which made this group special. Except for 2-4 individuals, all members attended the meeting.

Icebreaker Activity: The Train Game

Before digging into the topic, I engaged all participants in a fun and interactive game called the “Train Game.” Stations like Nakpur, (check nose) Nangpur(check nails), Kanpur (check ear), and Kapalpur (check hair are clean or not) were created, along with a station inspector. The rule was simple: passengers could advance through the stations only if they passed inspections based on station-specific requirements; otherwise, they were disqualified. By the end, only three passengers successfully passed all the stations, while the rest were disqualified.

The game was new and enjoyable for everyone, and the feedback reflected their excitement. However, I noticed some participants felt disappointed about being disqualified. Using this as a segue, I transitioned into today’s topic—cleanliness and its profound importance.

Discussion on Cleanliness

While everyone was familiar with the term “cleanliness,” I realized there were many aspects that children had not fully understood. I explained that cleanliness is not just about personal hygiene but also about maintaining the cleanliness of our surroundings, homes, and environment.

When I asked about the current state of cleanliness in their homes and schools, many admitted it wasn’t very good. I emphasized that cleanliness is as vital for our health as nutrition and wellness. I explained how a clean environment ensures a healthy life, while a polluted one can lead to illnesses, no matter how nutritious or delicious our food is.

The children listened intently as I discussed how a lack of cleanliness can lead to diseases like colds, pneumonia, malaria, typhoid, COVID-19, stomach aches, and diarrhea. This realization made them see the importance of cleanliness in a new light. I taught them how to manage personal hygiene and dispose of waste properly to prevent environmental pollution and its harmful effects on our health.

Commitment to Change

The discussion inspired the children to take their health into their own hands. They committed to:

• Maintaining personal hygiene
• Properly managing waste at home and in their surroundings
• Educating their peers about cleanliness
• Formulating action plans to bring about behavioral changes in their daily lives

The children understood their responsibilities clearly and pledged to start implementing these changes immediately. They also shared their enthusiasm for improving in future sessions of the Train Game, promising to succeed in passing all the stations next time.

Conclusion and Next Steps

I announced that I would visit each child’s home in the coming days to monitor their progress in changing their behavior. I also informed everyone about the next meeting, scheduled for 2081/09/20 (Saturday 4^th January 2025), where we will discuss children’s rights and their four core areas.

The meeting concluded successfully with unanimous agreement and a shared commitment to making cleanliness and health a priority.

November 2024

Namaste,

Today, (23^rd November 2024, Mangsir 8) we began the second meeting of the Awaj Child Group by reviewing and reflecting on the discussions and learnings from the first meeting. It was heartening to hear the children share, one by one, what they had learned in the previous session. Many also mentioned how they had shared these lessons at home, which filled me with joy.

The focus of today’s discussion was situation analysis and indicator development. As I had informed everyone in the last meeting about this topic, the children came prepared. I explained the agenda in detail and emphasized the importance of speaking openly and fearlessly about the problems they observe in their families, communities, and schools.

After receiving their enthusiastic agreement, I began asking a series of questions I had prepared. A total of 38 children participated actively, helping identify the following issues:

Family Issues:

• Lack of regular personal hygiene practices (bathing, brushing teeth, cutting nails and hair).
• Absence of toilet at home.
• Limited use of soap and water for hygiene.
• Lack of balanced and nutritious meals.
• Over-reliance on outside/junk food.
• Frequent scolding and physical punishment from parents.
• Lack of sports materials at home.
• Excessive time spent on mobile phones or watching TV.
• Not being part of any child group so far.

Community Issues:

• Unhygienic surroundings, with visible garbage inside and outside homes.
• Influence of bad company and substance abuse.
• Serious concerns such as child marriage and caste-based discrimination.
• Gender discrimination between boys and girls.

School Issues:

• Corporal punishment, scolding, and beating by teachers.
• Insufficient teaching and learning about child rights and protection from violence.
• Irregular school attendance by children.
• Lack of sports materials and extracurricular activities in schools.

Together, we discussed how these issues could be addressed and set time frames for solving them. The children categorized the issues into those needing immediate, short-term, and long-term solutions, based on their severity and impact. I carefully noted these timelines.

As the session was detailed and took more time than usual, the children appeared quite involved but slightly tired. To end on a lighter note, I facilitated a game called “Small Fish, Big Fish,” as I had promised in the last meeting. The game tied into today’s topic, teaching that regular, smaller tasks are easier and quicker to accomplish. However, solving larger problems may be challenging and time-consuming but can bring lasting benefits to everyone. The children understood and appreciated this lesson, as reflected in their feedback.

Finally, we summarized the day’s discussions and concluded the meeting, scheduling the next one for 2081/08/29 (14 December 2024).

October 2024

Namaskar,

With the support of Slisha, a Child Group was formed under the WAWCAS Program in Simra Bhawanipur, Ward No. 8, Gujara Municipality, Rautahat. The group includes 35 children from WAWCAS women in Group No. 6 and 8. and it’s the fourth such group established by the organization in Rautahat.

In the first meeting, 42 children were present. After discussion, the group was named Awaaz Bal Samuh (“Voice Children’s Group”) with the unanimous agreement that 35 children would be regular members.

The meeting started with introductions. Since the children and their families see each other frequently in the community, everyone was familiar with one another. During the discussion about the organization and its program, it was evident that many already knew about it. When asked, some children mentioned that their mothers had talked to them about it, which made us very happy.

We discussed the purpose of the Child Group, which aims to raise awareness of children’s importance and encourage them to actively participate in various activities. The children listened attentively as we explained what a Child Group is, how it is formed, and its objectives. They asked questions whenever needed.

We also talked about the responsibilities of group members and democratically elected the following positions: Chairperson: Pratiksha Chaudhary, Vice President: Diksha Chaudhary, Secretary: Deepika Chaudhary, and Treasurer: Aarti Kumari Ram, with all others serving as general members. By the end of the discussion, all questions and curiosities were addressed, leaving everyone with a clear understanding.

The children expressed happiness, knowing this organization had also supported their mothers with capital, business training, and meetings. Participants were given a chance to share their thoughts, which made everyone even happier.

With the formation of this Child Group, the children now have a space to gather, play, learn, and enjoy themselves. They’re feeling a growing sense of determination and enthusiasm. From today, they’ve pledged to choose a good path, envision their future, and work towards self-improvement. The next meeting is scheduled for November 23, 2024 (Mangsir 8, 2081)

Dear Readers,

Seeing the children’s excitement and interest in this program fills me with joy. Just as the mothers share what they learn with their children, I hope these children, too, will share their knowledge with their siblings and neighbors. With great hope, I plan to dedicate my time to support this group.

Warm regards,

Binod Kumar Ram