Aaranyak: A Rural Alternative Learning Space

The months from July to August have indeed been a learning journey for Aaranyak team and for the children in 16 Aashramshalas.

During this reporting period we engaged with over 2700 children ( 1424 boys and 1279 girls of age 6-14 of 16 Aashramshalas in Dediyapada block of Narmada district. Of these Aashramshalas three of them are visited three time a week under the Aamli Timli program. Under this initiative, we aim to build and strengthen the conceptual clarity of children of ages 6-10. We specifically focus on language, mathematics and general science.

We engage with children of ages 11-15 weekly on themes of life skills and other adolescent empowerment sessions.

Program Journey

Building Connections Through Play and Family groups

We began with simple yet powerful games that facilitated free flow of conversations and breaking of ice between children and with facilitators. This helped to children to know each other names, especially newly enrolled ones. Other games deepened friendships as children discovered shared interests

25 family groups with children were created and this induces a sense of belonging, with older children naturally taking responsibility for younger ones

In the month of July, Aaranyak program inaugurated the custom built MMRC (Multipurpose Mobile Resource Centre ) As the name signifies, MMRC is multipurpose in nature with its library, laptops, performance stage, exhibition panels, Teaching Learning Materials , science toys and all other resources for effective engagement with children. Acclaimed Gujarati writer, Professor Minal Dave graced the event along with children representatives from Aashramshalas, principals and other well wishers. After the formal inauguration the Mobile Bus began its routine around the Aashramshalas. When the Mobile Multi-Resource Center (MMRC) bus arrived at schools, children's eyes lit up with excitement and curiosity. "A bus is coming for us!" they exclaimed. The realization that learning could happen in such an engaging space—complete with movies, exhibitions, and interactive activities—transformed their perception of education itself.

Creation of a National Play Manifesto

Shaishav along with Bachpan Manao and other national partners was involved in the creation of children led National Play Manifesto. Shaishav engaged with 1,239 children (602 girls, 637 boys) from Dediyapada to create their own “Play Wishlist” and imagine their Dream Playgrounds. Through drawings, games, and discussions, they shared their needs, concerns, and vision for safe, inclusive, and joyful spaces. Some of the demands expressed by children included clean, shaded grounds with swings, sports areas, toilets, and drinking water, equal opportunities for girls and boys and a call for play to be made part of everyday life and recognised as their right, not a privilege. Question-and-answer sessions revealed the genuine challenges children face during play—challenges we, as adults, had overlooked. Children voiced their demand and concerns through group discussions and creating their dream playground. Children also reflected on the existing time they get for play and how different is accessibility to play time and safe space for different age and genders,

Life Skills Development

This concerned period we engaged with 2128 children 1140 boys and 98 girls through 260 sessions.

We focussed on themes of Creativity and Communication. MMRC was used for creative facilitation of these activities. Games in MMRC motivated the children to perform and express in stage. This initially caused hesitation but about 50% of children could participate comfortably. But with encouragement, more joined in, building confidence and with each turn especially girls tried to pushed their inhibitions and gave best efforts. Through activities like ‘30 circles’ and ‘100 uses of a thing’ and puzzles encouraged curiousness and stimulated their creative spree. These creative games have generated overwhelming enthusiasm among children and they have demanded to bring more puzzles like these.

Creative Breakthroughs through MMRC

A group of fifth-graders created a working speaker model from simple materials for the ‘Advertisement creation’ activity. Children after the activity commented that "We didn't know we could create something like this." These activities gave them the space to discover and express their potential.

Children at Kundiamba designed an advertisement for MMRC itself. A mobile learning bus complete with movies, phone connectivity, location tracking—all running offline on battery power. "This bus can go anywhere and bring learning and fun to children everywhere," they explained. When given the chance to present on stage, their confidence soared as they shared their vision with pride.

For Communication Skills, we focused on empathetic listening and effective communication

Through fun and interesting games and drama children were able to recognise the components of listening and how to exhibit empathy towards the person opposite to us. Children expressed a profound realization: "When we don't listen carefully to someone, it makes them feel bad. So we should listen to everyone—family, friends, teachers, and anyone.” The realisation that it’s not always necessary to give advice for an effective communication was breakthrough for them.

Children of smaller grades made telephones with paper cups and was fascinated to hear and talk through it. Simple science became a doorway to understanding communication.

Educational sessions that covered mathematics and science was also held with children of grades 5-8. Children and teachers both demanded the same as the examinations were nearby. 64 such sessions were facilitated with children.

AAMLI TIMLI

In our daily intervention we did 120 sessions with children of grades 1-5. We began with a game based assessments to capture the existing knowledge of children. Profile of each child is made with their baseline assessments recorded digitally. Initial assessments revealed gaps in basic skills like recognising color and shape, reading fluency, and arithmetic. When we shifted to activity-based learning, children are absorbing concepts remarkably faster. We employed everyday objects, dice games, and LEGO towers to make children confident on arithmetic and stories and songs for language mastery. Even struggling learners showed confidence when they are learning through play.

PROGRESS OBSERVED.

Through our daily emotion check in we have observed that Children can now identify and name different emotions confidently. In one of the Ashram Shala, during the Check in one boy pointed to "happiness" and shared candidly: "I'm happy today because the teacher who always scolds us didn't come." This honest expression marked a breakthrough in emotional literacy and throws light on protection violations in the campus.

In Aamli Timli, trough Bhasha pothi, an activity to enhance language skills, Children progressed from word recognition to identifying objects and animals. Group reading has helped hesitant readers gain confidence and some children have begun writing their favourite stories in their notebooks from the library book they read on their own. Attendance and engagement in sessions have increased noticeably. Peer support in studies and daily activities are also slowly becoming a practice.

Children who previously avoided math and science are now showing curiosity and engagement, asking questions, and attempting problems independently.

In one of the Aashramshala, Swati* demonstrated excellent leadership in the communication games. She encouraged hesitant peers to participate. When asked to work in mixed groups, she spoke up courageously: "We study together and are in the same class—we can work together too."

Girls feel more secure and supported during the sessions. They have begun taking ownership and encourage teammates and performs exceptionally. Life skills activities have fostered mutual understanding and respect and even in mixed gender teams children have begun to recognize each other's strengths.

Kavya’s * Transformation Story

The Beginning

When Kavya first joined the Shaishav activities last year, she was a bright but quiet girl. She rarely spoke up in class and felt scared to stand and talk in front of everyone. The thought of speaking on stage made her anxious and shy. She especially felt uncomfortable sitting and talking with boys during group activities. Though she was intelligent, she kept to herself and avoided taking any leadership roles.

The Journey of Change

Everything started changing when Kavya began participating in Life skill games. The group activities were particularly helpful - they mixed boys and girls together, and slowly she became more comfortable. She learned to talk with everyone and, most importantly, to listen to others.

One memorable experience was the MMRC bus activity. She got to sit in an AC bus, watch TV, and do activities inside - it was exciting and fun. The bus also became a place for learning, where she solved math puzzles. At first, some puzzles seemed difficult, but then ideas came quickly and she could solve them fast.

Then came the stage advertisement activity. She had to create and perform an advertisement with her friend. They chose to advertise soap. Despite her initial fear, she went on stage and discovered how much fun it could be. This was a turning point in building her confidence.

Discovering New Skills

The word "communication" was completely new to Kavya. Through games she understood what communication really means. In Chinese Whisper, one sentence was whispered from person to person, and by the end, it completely changed. She realized it was not just about people forgetting - it was about speaking clearly and listening carefully.

In another activity, three people had roles - one spoke, one listened, and one observed. When her friend did not listen to her, Kavya felt angry and frustrated. That moment changed everything. She suddenly understood how others must feel when she did not listen to them. Now she listens to everyone with full attention and speaks clearly herself.

The New Kavya

Today, Kavya is a different person. She no longer feels shy sitting and working with boys. She actively participates in group activities and shares her ideas.

In one of the creative challenge game, she wrote the most uses for a dupatta (scarf) and confidently came forward to read them to everyone. Kavya, who once barely spoke, now communicates with everyone. In group activities, she explains things to others in simple language they can understand.

Kavya now wants to learn painting and be good in mathematics. From a shy, quiet girl who was afraid to speak, she has become a confident young person who knows the importance of communication, listening, and working with others.

*names changed

Shaishav organized Bal Melas across 15 villages to engage nearly 1,000 children in joyful learning and assess their well-being, education status, and exposure to child labour. Children across Aashramshalas were equipped with digital safety skills through interactive sessions and visual resources to help them navigate online spaces responsibly. Shaishav introduced reflective Circle Practice sessions for teachers to share their emotions and experiences, helping build empathy and support for their caregiving roles. The team revisited core values and collaboratively developed detailed program plans for the upcoming year in the annual planning meeting. Children and collectives from across Gujarat convened to discuss child protection issues and propose policy solutions, with active participation from Aaranyak’s Bal Sena members. Visitors from ASED & Kjetil from Rotary, Norway engaged with children through science demos, LEGO play, and creative performances, gaining insight into Shaishav’s hands-on, child-led approach

Vacation Camp: Bal Mela in Dediyapada

During the vacation period, Shaishav organized a series of engaging camps across 15 villages in Dediyapada. The aim was to enhance the children’s skills and aptitude through joyful, participatory learning experiences.

A total of 987 children participated in the Bal Melas — 514 younger children and 473 older children, ranging in age from 6 to 15 years. The camp offered a diverse array of activities such as drawing, paper craft, stage performances, and interactive sessions. One unique highlight was a session where magic tricks were performed and then explained, helping children understand and critically think about common misconceptions around magic.

The primary purpose of conducting the Bal Mela was to understand the lived realities of children in remote and interior villages. Through interactive and engaging activities, the Shaishav team sought to:

• Assess the current situation of children in these areas
  
  
• Identify out-of-school children
  
  
• Understand the extent of child labour
  
  
• Gain insights into the overall well-being, challenges, and needs of children in these underserved communities
  
  

This participatory approach allowed children to open up in a safe and joyful environment, enabling the team to gather crucial information that will inform future interventions.

 Families of the children also joined in, creating a festive and inclusive environment. Importantly, the camp also attracted several out-of-school children, offering them an opportunity for joyful learning and social interaction.

Key Observations:

• Children participated enthusiastically in all activities, with noticeable growth in engagement and attendance by Day 2.
  
  
• Stronger bonds formed between facilitators  and children over the two days.
  
  
• Younger children were particularly drawn to arts and crafts, while older children showed greater interest in sports and physical games.
  
  

Challenges Faced:

• Managing large villages was demanding; activities had to be conducted in two separate groups.
  
  
• Keeping children consistently engaged required high energy and creativity from volunteers.
  
  
• Extremely sunny weather limited certain outdoor activities.
  
  

Learnings:

• Flexibility was key: the team quickly adapted and focused on activities that resonated most with the children.
  
  
• Providing variety and maintaining shorter durations for each activity kept energy levels high and interest sustained.

Online Safety Awareness Program
Conducted: Late February to Early March | Dediyapada Aashramshalas

Shaishav conducted a comprehensive Online Safety Awareness Program across all Aashramshalas in Dediyapada, aimed at equipping children with the knowledge and tools to navigate the digital world safely and responsibly.

Key Focus Areas:

• Understanding Online Content: Helping children distinguish age-appropriate content and develop critical thinking before engaging with any digital media.
  
  
• Recognizing Clickbait and Scams: Raising awareness about common online traps, including misleading headlines and fraudulent links, and teaching children how to avoid them.
  
  
• Safe Social Media Practices: Guiding children on how to stay safe while using social platforms, including privacy settings, safe sharing habits, and respectful interactions.
  
  
• Understanding Online Risks: Educating children about cyberbullying, grooming, and abuse, how these can occur, and how to recognize warning signs.
  
  
• What To Do in Unsafe Situations: Teaching practical steps such as saving evidence, blocking abusers, reporting harmful behavior, and knowing whom to approach for help.

Visual Reinforcement in Schools:

To reinforce learning, posters were displayed in each classroom and common space of the Aashramshalas. These posters summarized:

• Key safety behaviors
  
  
• Emergency actions (e.g., save proof, report, block)
  
  
• Whom to contact in case of an incident
  
  
• Government helpline numbers
• Trusted websites
• NGO helplines specializing in online child safety

The sessions were designed to be interactive, age-appropriate, and emotionally safe, creating an environment where children could openly discuss their digital experiences and concerns. The initiative not only raised awareness but also empowered children to take control of their online presence and seek help when needed.

Circle Practice Sessions with Aashramshala Teachers

February

As part of our holistic engagement with Aashramshalas, Shaishav piloted a Circle Practice session with teachers, aimed at creating a safe and supportive space for them to reflect, share, and connect.

The session provided an opportunity for teachers to express their inner thoughts and emotions—not just about the joy of working with children, but also about the emotional and physical burnout that can come with the responsibility of caring for them around the clock.

Using a simple “paper crush and drawing” exercise, seven teachers participated in the session, taking turns to speak and listen without judgment. The process fostered a sense of empathy, solidarity, and emotional relief among the group.

The initiative was warmly received, with teachers appreciating the chance to pause, be heard, and connect with one another. Given the positive response, we plan to expand this practice to other Aashramshalas in the coming months.

Shaishav Annual Planning Meeting 

End of April | Bhavnagar

Shaishav’s team came together in Bhavnagar for the Annual Planning Meeting, a key moment to reflect, realign, and recharge for the year ahead.

The meeting began with a revisit of Shaishav’s mission, vision, history, core values, and approach, reinforcing our collective commitment to child rights and community empowerment. We also reviewed key organizational policies to ensure alignment across all team members.

Drawing from insights and experiences over the past year, the team collaboratively developed detailed program plans for the upcoming year, including:

• Specific activities for each initiative
  
  
• Clearly defined indicators for monitoring progress and impact
  
  
• Strategies to strengthen program delivery and deepen our outreach

To foster connection and build a stronger team spirit, the entire Shaishav team also spent a day together on a team-building picnic, celebrating the journey so far and energizing ourselves for the year to come.

Gujarat Bal Manch 

3rd–6th June

Shaishav, in collaboration with the Child Rights Collective Gujarat—a network it co-founded—organized the Gujarat Bal Manch, a state-level gathering of children and child rights collectives from across Gujarat. Held from 3rd to 6th June, the event brought together 75 participants, including 48 children, for reflection, learning, and advocacy. 4 children from the Aaranyak program participated in this. 

This dynamic platform provided children with the opportunity to:

• Reflect on Gujarat’s newly introduced Child Protection Policy
  
  
• Discuss pressing child protection challenges
  
  
• Voice their recommendations on creating safer, more supportive environments for children

Visit of Kjetil from Rotary, Norway
14th–17th April | Dediyapada

Kjetil, a long-time advocate for child rights and a member of Rotary, Norway, visited Shaishav from 14th to 17th April to gain a deeper understanding of our approach to child participation and rights-based education.

During his visit to Bhavnagar and Dediyapada, Kjetil closely observed Shaishav’s work with children—particularly our play-based learning methods, child-led sessions, and participatory education practices. He engaged in meaningful interactions with the children, who were equally curious about his home country. Conversations ranged from life in Norway to how children there participate in governance and decision-making processes.

The children in Balsena were particularly inspired by Norway’s model of child participation and expressed interest in adapting similar principles within their own Bal Sena (Children’s Collective), especially in shaping decisions that directly affect them.

Kjetil observed sessions on child rights and emotional well-being, reviewed Shaishav’s training materials, and appreciated the depth and intent behind the resources. He shared that the main purpose of his visit was to understand how child participation is practically implemented on the ground—and found Shaishav’s model deeply insightful.

Notably, Kjetil is known for his extraordinary commitment to child rights. In a remarkable feat of advocacy, he once cycled from Norway to Bangalore to spread awareness about the rights of children around the world.

ASED Visit – Dediyapada
6th March | Visitors: Sudha, Gilbert, and Ivana

On 6th March, Shaishav welcomed Sudha, Gilbert, and Ivana from ASED to Dediyapada for an immersive visit to observe and engage with our field activities The MMRC from Bhavnagar came to Dediyapada and all the activities were facilitated through the Mobile Bus.

The visitors participated in and observed a range of interactive sessions designed to spark curiosity and build essential skills among children. Highlights of the visit included:

• Library engagement sessions
  
  
• Online safety awareness activities
  
  
• Science experiments and demonstrations, including a human anatomy session showcasing internal organs and bones
  
  
• Screening of educational and entertaining films
  
  
• Creative construction with LEGO bricks, promoting problem-solving and teamwork
  
  

The visit culminated in a lively stage performance by the children, showcasing their talents and confidence developed through Shaishav’s participatory approach.

The ASED team expressed appreciation for the children’s enthusiasm and the diverse, hands-on learning experiences being facilitated on the ground.

Case Studies

Krish’s Journey from Shyness to Self-Confidence

It was assembly time at Uttar Buniyadi Samarpada, but the usual energy was replaced with nervous anticipation. Students clutched small slips of paper in their hands—today was Presentation Day. Throughout the week, they had been learning about cell structure and its components, and now it was time to share their understanding with their teachers and peers.

As the assembly began, a few students stepped forward one by one to deliver their prepared paragraphs. For many, it was their first time speaking on stage. Voices trembled, words faltered, and a few froze mid-sentence, unable to continue. Then came Krish’s turn.

Krish had always been a quiet, reserved child—reluctant to take initiative and hesitant to participate. But today was different. Though visibly nervous, he stepped onto the stage with a newfound determination. He began speaking clearly, and even when he stumbled for words, he didn’t stop. He kept going. When he finished, the hall erupted in applause—a moment of pride not just for Krish, but for everyone who had witnessed his transformation.

Krish later shared, “I used to wonder if I’d ever be able to speak like others. Today, I feel like this was the first step toward becoming a leader.”

His journey at Samarpada hadn’t been easy. In his earlier years, Krish struggled with social interaction, often withdrawing from group activities and reluctant to speak even with his peers. He showed little interest in classroom games or academic sessions—particularly mathematics, a subject he feared and doubted his ability in.

But slowly, things began to change.

Krish started participating in games. He began to engage during math sessions—tentatively at first, but eventually with curiosity and confidence. He started asking questions, sharing answers, and most importantly, believing in his ability to learn.

His love for science experiments became a turning point. Learning about cells and atoms through hands-on activities helped dispel his insecurities. Adolescent sessions, where issues like gender equality were openly discussed, helped him develop empathy and awareness—qualities he began to demonstrate naturally in conversations with peers.

Krish’s story is a powerful reminder that patience, consistent support, and individualized attention can unlock a child’s potential. With the right environment, even the most hesitant children can discover their voice and confidence—and, like Krish, begin to see a leader within themselves.

Praisy’s Journey of Confidence and Clarity

Student: Praisy, Grade 7

School: Kundiamba

Praisy, a 7th-grade student from Kundiamba, has grown into a self-assured and outspoken young girl who no longer hesitates to express her thoughts or take initiative. Her transformation has been shaped by a series of empowering learning experiences that helped her challenge stereotypes, develop critical thinking, and find her voice.

Praisy found deep resonance with the Wenlido sessions, where she learned about self-defense and setting healthy boundaries. She shared that these lessons are already helping her navigate everyday situations and she feels more prepared to stand up for herself.

One of the most impactful moments for Praisy came during the science experiment sessions that debunked local superstitions and tricks used by fake spiritual healers. Fascinated and empowered, she didn’t stop at learning—she went on to educate her mother, sister, and friends in the village about these deceptive practices. Her courage and clarity stood out as she took on the role of a young advocate for truth in her community.

After attending the gender awareness sessions, Praisy began to consciously challenge traditional gender roles. She started engaging in activities typically labeled as “boys’ work” and expressed her belief that there is no fundamental difference between boys and girls, aside from biological ones. She now approaches tasks with the confidence that ability is not defined by gender.

Praisy has become more regular and consistent in her academic and non-academic pursuits, embracing a sense of responsibility and purpose. She describes this phase as one of self-discovery, where she’s enjoying her newfound confidence and strength while exploring her potential with enthusiasm.