CHILD RIGHTS AND YOU

Child Safety
Guidelines
CODE OF CONDUCT FOR ONLINE LEARNING
Index

∙ Section 1: Online Safety and Children

amidst Covid-19

∙ Section 2: General Guidelines for

Online Safety

∙ Section 3: The Group Learning Model

∙ Section 4: The Mentor-Mentee

Learning Model
SECTION 1
Online Safety and Children amidst Covid-19

Child Protection Policy 2020

Introduction

The increased exposure of children to the internet especially

during the COVID Pandemic has brought about the need to reconsider the online
safety protocols especially with information accessible to children.

A recent study brought out by CRY, “Report on Online Safety and Internet
Addiction” highlighted how one in every three adolescent is subject to negative
experiences on the internet and that only 50 percent of them actually report the
incident.

The percentage of respondents that were subject to cyber bullying, hacking and
misuse of account or even seeing a morphed image or video is appalling
considering the magnitude of this study when magnified to a larger extent.
Online Learning and CRY
At CRY, we realise that while a significant number of children from privileged
spaces might have access to online learning, children from underserved
communities don’t. While half of the population among them struggle with getting
access to the internet, the other half only had access to phones and technology for
1-2 hours per day.

Our aim with the online classes is to impart curriculum and extracurricular learning
among children keeping in mind protocols of social distancing and children’s
safety. The two model of online learning that we are currently implementing at our
projects is as follows:

1. Group Learning Model

2. Mentor-Mentee Model
Mentor-Mentee Learning
Group Learning
The Group Learning Model
This model includes 2 facilitators working with a group of 4-5 children. The lessons
happen in groups on whatsapp or zoom. While this model facilitates a lot of
interactions and cross learning, there is no direct one on one session with
volunteers. The lessons only happen in groups.

The Mentor-Mentee Model

This model has a mentor (volunteer/ intern) working directly with a child and
marking their progress and designing lesson plans accordingly. Through this model
the child gets a personalised attention of the facilitator and the facilitator designs
lesson plans based on the particular needs on the children assigned to them.
SECTION 2
General Guidelines to Online Safety

Child Protection Policy 2020

Introduction

While ensuring that the models are achieving their designated goals, we at CRY are
equally focusing on ensuring the implementation of online safety guidelines on
both ends whether it is the facilitators (volunteers/interns) or the children.

Both the volunteers and interns are required to sign an undertaking and thereby
assuming responsibility for their actions if it negates the said guidelines.
While taking online classes the following guidelines ought to be
ensured; that:

Everyone is treated with respect, patience, integrity, courtesy, dignity, and

consideration while also being aware of ones’ own and other persons’
vulnerability, such as not dressing fancily or taking a class in a fancy background.

Consent of the children and facilitators is taken before initiating any project. This
includes conducting video calls or if either party is uncomfortable with their data/
being shared on WhatsApp or any other social media, their privacy needs to be
respected and an alternate needs to be suggested.

The content for all the activities executed by volunteers/interns has to first be
shared and vetted by the CRY team and will be simple, safe and least resource
intensive. The volunteers/interns will be expected to cover extracurriculars like
art/craft, poetry, dancing, music, quizzes, competitions etc. since remedial classes
are already being taken care of by project partner teams.

They refrain from using language or behaviour towards children that is

inappropriate, harassing, abusive, sexually provocative, demeaning, intimidating,
offensive, discriminatory or culturally insensitive. In consonance with the dress
code, they should also refrain from wearing spaghetti tops or shorts etc.
They abstain from showing children (electronically or in any other form)
inappropriate content including pornographic material or material encouraging
crime, violence, terrorism, racism, sexism, self-harm, suicide, cruelty and gambling.

The facilitators further refrain from engaging with children beyond the required
communication as allocated by CRY.

They be mindful of ensuring that ones’ personal life (indulging in alcohol, smoking
or drugs that is not appropriate for young children) and opinions (such as political
or religious) are not being reflected as an example thereby taking the form of
inspiration for the children.

The facilitators are advised to follow the general time – table as decided upon
earlier considering how it becomes more convenient for the children (since most
of them do not have access to a personal device) as well as the facilitators
themselves.

The facilitators are also required to follow up with proper documentation with
their respective CRY mentors on allocated timelines.
SECTION 3
The Group Learning Model

Child Protection Policy 2020

Guidelines for WHATSAPP GROUPS

Group Learning Primarily all conversations between

the kids and the facilitator must
happen through a WhatsApp Group,
The group learning program aims to facilitate
the learning process whilst ensuring the safety
and privacy of the kids and the facilitators
ESSENTIALS OF THE GROUP
through abstaining any direct contact between Each Group must comprise of the
them and having checks and balances following.
throughout the interaction.

4 to 5 students
1 to 2 project staff
1 DS colleague
2-3 volunteers/interns
Code of Conduct 2020
Group Guidelines
GENDER-WISE DISTRIBUTION
The WhatsApp Groups should take into consideration the gender demographic in the group. A group with a
majority of female students should ideally have female facilitators whereas a group with male students should
have a male facilitator.

CODE OF CONDUCT
Students cannot be compelled to share their outputs especially in instances where they have to appear directly
infront of the camera even if it is for a video lesson or a picture.

All interactions between facilitator and children should happen in the WhatsApp groups. No interactions should
happen outside the group.
Lesson Guidelines
ART & CRAFT
The facilitator may share the art and craft tutorial video with the childThe children may share their outputs on the
whatsapp group through pictures of what they have createdif required. Else the volunteer will supervise/facilitator
the output during the online session.

POEMS
If the facilitator is teaching the children a poem, they may do it through an audio or a video tutorial. They may
also share the text via whatsapp.The children may send in their audio (preferably) and if asked, their videos(with
due consent). This learning and assessment can however be done entirely through audio clips. Else the
volunteer/facilitator will supervise the output during the online session.

MUSIC/DANCE
The facilitator may share their video clips on the group.The children may send in their audio (preferably) and if
asked, their videos(with due consent). This learning and assessment can however be done entirely through audio
clips.The facilitator will supervise the practice or outcome sessions through live whatsapp video sessions for the
children so that there is no video documentation from either ends and this would further prevent the risk of any
clips being misused.
SECTION 4
The Mentor-Mentee Model

Child Protection Policy 2020

Guidelines for
Mentor-Mentee
Leaning
The mentor- mentee model is designed in a
way wherein for every child there is a particular
facilitator assigned who provides the required
assistance combined with personal attention.
Code of Conduct 2020
APPROACH
In this particular model, it is ensured
that children not only follow a
timetable that is set out but can also
pace themselves. This works in a
positive manner as children can
better express themselves without
any pressure whatsoever or feeling of
lagging behind from the rest. There is
a greater degree of flexibility and
creative freedom when engaging in
one-on-one sessions.
The Ice-Breaker Session
The first sessions involves preliminary introductions wherein the facilitator introduces themselves (such as
educational background) to the parents/guardians of the child along with the role of CRY. They also broadly
explain the objectives, timeline, timetable of the lessons to be covered.

The facilitator may also mention the name of the school teacher/ project lead to the parent who they got the
child's reference from. This ice breaker session helps build a sense of trust amongst parents over these classes.
Guidelines
It is advised that the facilitators stick to the timetable that has been decided upon for the sake of
convenience considering how the child needs to devote a certain amount of time various other activities
or tasks that are scheduled.

While the lessons are going on, the parents should ideally be around to supervise and occasionally
check upon the progress of the child with the facilitator.

The facilitators need to send in day end reports to CRY team. The CRY team leads need to take due
feedback of the children once in 2 weeks.

It is important to note that the facilitator should ensure that there are clear boundaries drawn and
refrain from overstepping into their personal space. In case the child shares about the shortage of
resources then the facilitator should avoid from promising them but instead assure them that the CRY
team shall be notified.

For the comfort of the child, it is advised that a facilitator of the same gender is assigned considering
the vulnerable situation that children are in.