NAME : PALLVI VERMA

CLASS : B.ED
SEMESTER : 3rd
SECTION : B
ROLL NO. : 145
SUBJECT : LIFE SKILL
Sessional Work Of Life Skills

Submitted To : Prof. Kiran Thapa

 ACKNOWLEDGEMENT
I would like to convey my heartful thanks to Prof.
Kiran Thapa who have always given me her
valuable suggestion and guidance during the
completion of this sessional work. She has been a
source of inspiration and guide for completing this
project.
THANK YOU.
 TOPIC OF SESSIONAL-

LIFE SKILL as life saving tool for

street children.
 LIFE SKILLS
A skill is a learned ability to do something well. So Life Skills are
the abilities that individuals can develop to live a fruitful life.
Life Skills are psychosocial abilities that enable individuals to
translate knowledge, attitudes and values regarding their
concerns into well informed and healthy behaviour. Empowered
with such skills, young people are able to take decisions based on
a logical process of "what to do, why to do, how to do and when
to do".

UNICEF defines Life Skills as "a behaviour change or behaviour

development approach designed to address a balance of three
areas: Knowledge, Attitudes and Skills".
WHO defines Life Skills as "the abilities for adaptive and positive
behaviour that enable the individuals to deal effectively with the demands
and challenges of everyday life".
Life Skills fall into three basic categories which compliment, supplement and
reinforce each other:
 LIFE SKILL AS LIFE SAVING TOOL FOR STREET CHILDRENS
Street children, homeless children, or sometimes called
independent children, are actually children who are
marginalized, marginalized, and alienated from the
treatment of affection. This is proven because most at a
relatively early age, they have had to deal with a city
environment that is not conducive and even very hostile.
The reason for street children who say that living on the
streets is merely to eliminate hunger and compulsion to
help families seems to be socially lacking or even
unacceptable to the general public.
Street Children are especially in need of care and
protection as they faced very difficult circumstances.
Some times children who have gone through extremely
difficult times need particular care and support to help
them cope and recover.
 Children who are empowered through life skills education acquire knowledge
and develop attitudes and skills which support healthy behaviours. Personal skills
such as self-awareness and management of feelings, cognitive coping and
problem-solving skills, and inter-personal skills such as assertive communication
can help children to recover emotionally and resume everyday activities. Some of
the important life skills for the street childrens are as under:

●Physical Development : Physical development is the basis of mental development,

meaning that mental development can work well if physical development is also good.

●Cognitive Development : Cognitive is often interpreted as intelligence or thinking.

Cognitive development is the development of children’s way of thinking. The ability
of children to coordinate various ways of thinking to solve various problems can be used as
a measure of the growth of intelligence. They know how to learn through initiative,
experience and also the habitual learning from experience. Here, the children will learn to
continue on certain things to become standard behavior for children.
●Emotional Social Development : During early childhood emotions are very strong. This is a time of
imbalance as children “get out of focus” in the sense that they are easily carried away by emotional
explosions that are difficult to guide and direct. At this time the child’s mental development takes the
maximum opportunity to avoid the possibilities of being retarded. It is in this mental development
that children need intensive, well-planned help Social development of a child is obtained apart from
the process of maturity also through learning opportunities response to the behavior of children.

For Example: Street girls use life skills In Bangladesh, life skills help street girls survive against the
odds. With no access to formal education, NGOs offer non-formal education, health education and
mentor-ship to this very vulnerable group of children. Girls working in Dhaka City use life skills
when coping with street life. Unity is one of the key elements and the girls have realized that they
can solve problems together. One group of girls said, “If one of the girls works in a house and the
employer tortures her or blames her for stealing, we can go to that house together to make the
employer understand that we are poor but we are not thieves.” The girls also decided to act
against abuse. “We can work together to make sure no one assaults a girl and goes unpunished.”
The girls could, for example, call the police or challenge employers or other men who had been
violent. The girls wanted to identify other community mem-bers who could be part of their initiatives
to bring justice. They also realized that the solution was not just about avoiding trouble-makers, but
also to some extent, accepting that some trouble was beyond their control.
 Conclusion
Street children need and deserve the opportunity to receive basic life skills.
They need knowledge and skills in order to have self-esteem. Life skills can help
street childrens and individuals respond to changes and transitions in the course
of their lives and to manage difficulties and crisis events when they occur.
Certain skills and knowledge are essential to lead struggle-free life.