Child Centred Health Education Approaches
Item
- Title
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Child Centred Health
Education Approaches - extracted text
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Child Centred Health
Education Approaches
GRAMVATRA
(Village rally)
Child Resource Centre
(Village rally)
Centre for Health Education, Training and Nutrition
Awareness (CHETNA), is a voluntary organisation based in
Ahmedabad, Gujarat. CHETNA’s mission is to assist in the
empowerment of disadvantaged women and children to gain
control on their own health, that of their family and
community.
As a result of its experience with child centred activities,
CHETNA has now established the Child Resource Centre
(CRC). The CRC is a central exchange for ideas on planning,
implementing, evaluating, popularising and advocating for
programmes which focus on child centred health education and
development. The CRC offers support for activities, such as a
liaison between child centred organisations and concerned
government departments. Above all, the CRC seeks to improve
the effectiveness and enhance the capabilities of functionaries
and organisations working in this area. Needbased education
and training materials are also developed and disseminated for
effective exposition of ideas.
Child health and development is an area of programmatic
interest to the Aga Khan Foundation India (AKFI). The
Foundation has sponsored several Child Centred Health
Education programmes in India. These programmes are different
in settings, scale, mode of implementation, content, and other
aspects. In continuation with the endeavour of child centred
programmes, AKFI has supported the publication of this
document and the activities of the CRC of CHETNA.
CHETNA
Aga Khan Foundation India
3rd Floor, Drive-in-Cinema Buldg.
Thaltej Road
Ahmedabad 380 054, Gujarat
INDIA
2nd Floor, Sarojini House
Bhagwandas Road
New Delhi 110 001
INDIA
COMMUNITY HEALTH CELL
; 26. V Main, I Block
oramongofa
t angD^jgp^J^ation by Anil Gajjar
India '
"
------------------
C/i IP 0
© CHETNA
1992 March - 2000
■Preface
This booklet represents one in a series of publications of the
Child Resource Centre (CRC), aimed at promoting activities andprogrammes which focus on child centred health education and
development.
One of the aims of the Child Resource Centre is to assist
in improving the effectiveness and capabilities of those working
in the area of health education.Our strategy for achieving this
is to document successful learning approaches, as is being done
through these booklets.
Increasingly, traditional teaching techniques are being replaced
by more participatory activities and methodologies. Many
teachers are searching for new ideas. The ideas and
methodology presented in this series of booklets are designed
to be used by those interested in trying innovative,
ALTERNATIVE APPROACHES in their work with children.
The strategies are a step forward from static classroom teaching
to a more relevant, hands-on and dynamic educational process.
The activities detailed in this booklet are specifically aimed at
the community at a time when the Child Centred Health
Education programme is in the implementation stage. This is
considered necessary to enhance the health education work
being done with children.
CRC team
CDONTENTS
I.
Introduction.............................................................................. 1
n.
Creating a Village Rally........................................................ 2
What is a rally?
Why a rally?
Who is the rally for?
When is it best to organise a rally?
How are rallies organised?
Need for movement
Need for demonstration
Need for stimulating presentation
in.
The Actual Village Rally.......................................................6
Arrival
Programme at the school
Meeting with teachers
Conducting activities with children
Story
Game
Health songs
Puppet show
Demonstration
Placard making
Visiting the panchayat (local government office)
Meeting with village leaders
Meeting with women
Programmes at the community level
Cultural programme
Prabhat pheri (morning procession) and
cleanliness drive
And so, on to the next village...........
IV.
How Successful was the Rally?........................................ 19
At community level
At implementors' level
■Introduction
Health education does not exist in schools only. In order for
the strategies that teachers use to promote “child power” to be
effective, they have to be supported by families and the
community.Innovative teaching techniques with children stand
null and void against rigid attitudes and traditional practices of
the community. Thus to enhance the education work being
done with children, it is advisable to work also with the
community.
Children are a “captive audience” in schools. It is not so easy
to gather parents and community members. The best that can
be done is to bring them together for a one-time special event.
This will necessarily limit the amount of information that can be
shared. One of the best techniques is to adapt a traditional
activity such as the Gramyatra (village rally), and build
health education messages into the activity.
1
Creating a Village
Rally
What is rally?
In the ancient Indian tradition, groups of people going from
one place to another for pilgrimage is often referred to as a
yatra (rally), the literal meaning of which is a journey
undertaken for a noble cause. Villagers in a tradition of sharing,
make local arrangements to host the travelling groups. There is
therefore the expectation on the part of the villagers of sharing
in the blessings or advantages which the yatris or pilgrims will
gain.
In the modem context, the term yatra has evolved to assume
a secular meaning. Villagers are by now familiar with the
concept of the pad yatra or rally on foot, from village to
village, undertaken by various individuals and groups. And the
villagers associate it with a strongly felt idealistic issue.
The same idea can be used effectively for an educational
purpose, where the blessing to be shared in return for
hospitality, will be the health education knowledge of those who
come to the village.
Why a rally?
The purpose of the rally is to involve adults in the health
education being imparted to children through use of innovative
strategies.
It is important that the adults organising a rally are warm,
children-oriented beings, who have not quite forgotten what it
feels like to be a child. These adults must be oriented prior to
the commencement of the rally.
The emphasis of the orientation should be that while keeping
in mind the central focus of the approach, they should give
free reign to their imagination to make the various units of the
rally as stimulating and innovative as possible, encouraging
maximum participation and initiative from the participants.
2
One of the principles of adult learning is that things are learned
more effectively, if they are learned through experience rather
than simply through book-knowledge. The creation of a village
rally certainly provides experiential learning for all. The village
rally allows for dialogue with the village, and the festive
atmosphere motivates people to learn and retains their
attention. If well designed, the activities at the event can help
them remember the messages.
Who is the rally for?
The rally is for the whole village, but special programmes
should be conducted with all the important groups within the
community such as teachers, community workers, women and
farmers. Other programmes should be planned for the whole
village, so that the comprehension, acceptance and retention of
the messages which have occurred in the different groups are
more clearly understood and retained.
When is it best to organise a rally?
It is best to find a time when there are not a lot of demands
on people’s time. For example, it is not a good idea to
organise the event during planting or harvest season. Likewise,
since the rally involves teachers it is best to organise the event
in the school itself but in a period which is free from
3
How are rallies organised?
The rally requires moving from village to village over several
days, and so should be organised in an area where more than
one village can be involved. Our experience is that ten villages
covered through one rally is optimal for effective, learning.
It is best to explore the readiness of the community to extend
hospitality to the organising team, before the event. The
community needs to agree to provide board and lodging to the
health education team. A strategy like the village rally also
needs careful pre-planning. Carry along as much audio-visual
material on nutrition and health as possible. Adequate art
material such as papers, colours etc. should also be carried so
as to be sufficient for all villages. Wherever possible, use local
resources and material.
It would be helpful if meetings are organised to create
awareness before the actual rally takes place. Local institutions,
teachers, youth and others should be encouraged to take the
responsibility for making the local arrangements. Make daywise
plans in consultation with the villagers and share these with all
the local groups.
Need for movement
As the group of implementors move from village to village
imparting their health messages, the number of individuals in
the group will increase. After a stop at each village, new
motivated villagers will join the group. Such individuals are
members of the community who have been convinced by the
health messages that were imparted. Their presence in the
group will increase the credibility of the group as a whole. As
new members join, make a special effort to encourage
spontaneity and individual initiative and creativity. A brisk tempo
of activities will help in holding interest and keeping everyone’s
spirits high.
Need for demonstration
It is best to plan a full day of activities. The activities can
involve introducing new information to the community. They
might be follow-up activities for health education learning that
has been taking place with the children in schools. They might
be designed by the children as a way of telling others what
they have learned.
Either the same activities can be conducted the next day at the
next village, or they can be changed by both the organisers as
well as the villagers who have joined the rally. The new
members may be able to present the health messages in ways
more suitable to the local conditions.
Need for stimulating presentation
A village rally becomes successful when a large number of
people take part in it enthusiastically. In order to bring this
about, identify such health education activities which represent
the common health problems of the village and present them
in a stimulating way. Experience has indicated that the following
topics can be presented in an interesting manner : malaria,
clean water, balanced diet, vitamin A deficiency,
personal hygiene, anaemia, diarrhoea and immunisation.
While explaining this approach to health educators, make it
clear why children are involved in this process. Explain that
children are very effective change agents for the preventive and
promotive aspects of health care. But children need to be
believed in and supported in the information that they bring
home.
The village rally can be utilised in many ways. For instance, the
rally can be used to create initial awareness for health education
programmes. Or it can be organised to increase the
effectiveness of the ongoing Child Centred Health Education
programmes. It can also be used to supplement or follow-up
the activities or other initiatives of Child Centred Health
Education programmes. Instead, of involving the whole village,
the rally could also be used with special groups within the
community such as women, health workers and so on.
5
Ill
The /Actual V/illage
■i<AILY
Arrival
It is important to reach the destination in the morning and to
meet at a public place. The school is the ideal place for
arrival. Let everyone in the village know that you have arrived
by taking a round of the village, playing the drum, singing
health songs or carrying colourful placards.
Programme at the school
Contact the principal to take his permission to organise an
exhibition on nutrition and health in one room of the school
or in the open ground. Encourage the children to visit the
exhibition in classwise groups. If lively and interesting activities
are organised during this visit, it.will arouse and captivate the
children’s interest. Such activities could include a demostration
of how to make the Oral Rehydration Solution (ORS) or a
slide show with a story on balanced diet. It would be fun for
the children to wear scary masks which depict the different
diseases that are preventable through immunisation and to
perform an on the spot skit on the topic. More information
could be given to them later on. Children will also enjoy
singing action based health songs set to lively tunes.
Meeting with teachers
Invite the teachers to the e^ibition establishing initial contact
with the children. They will be able to see how much the
children enjoy the exhibition and the health related activities.
Conduct a meeting with the teachers and talk of what Child
Centred Health Education and activity oriented teaching is all
about. Explain clearly how using such an approach, children
can become effective communicators of health messages to
their families and communities.
This could also be a good time to make a plan with the
principal and the teachers to introduce activity oriented health
6
education in each class. Go through the text books and select
appropriate health related topics. Give a practical demonstration
of how it can be taught by conducting a class.
Explain to the class teachers that a cultural show is planned for
the evening, before an audience of the whole village.Request
the teachers’ assistance to help the children present cultural
items on health related topics.
7
Conducting activities with children
There are many ways in which activity oriented health
education approaches for/by children can be demonstrated to
both children and to different adult groups. Some examples are
given below. These will create an interest in the health
education being imparted to children in the school and also in
building up support for the programme in the community.
Story
In order to teach the topic of balanced diet, a story could be
told along the following lines:
A king wanted to build a beautiful palace for his queen, but
every time it was built, it would crumble into separate heaps of
bricks, sand, wood and so on. Ultimately it was realised that
appropriate proportions of the different ingredients were not
being used. When the craftsmen realised the importance of
balanced proportions, a beautiful palace was built which the
queen adored and which lasted for years and years. Like the
palace, our body also needs correct proportions of a variety of
foods to keep it healthy and disease free.
The story should be spiced with humour and suspense and
should depend for its effect on lively and brisk narrative skill.
A nutrition and health discussion should follow, covering a wide
range of issues such as why we need to eat, functions of
foods, sources of nutrients - specially local ones. To help
children retain this knowledge, play a related game.
Game
Make three circles on the ground, one each for energy giving
foods, foods for growth and development and protective foods.
Children should stand away from the circles while the organiser
stands in the centre and calls out names of foods. Depending
on its function, the children should run into the correct circle.
All those who go to the wrong circle or are late are out.
Explain at the end of the game why some children got out
and others won the game.This will help to revise the health
messages.
8
Health songs
Music is the universal language of communication and children
have a great love for it.Convert well known community based
songs in the local language, with rousing tunes, into health
songs. To give an English example, Old Me Donald Had a
Farm can be reworded to say:
Old Ram Chaudhary had a farm •
And on his farm he had some puddles
With mosquitoes here and mosquitoes there
Here a bite there a bite and shiver shiver everywhere
On his farm he also had fever
And so he called a Doc
The Doc looked here and the Doc looked there
And said there was Malaria everywhere
Old Ram Chaudhary 1 What is this?
Mosquitoes breed here and mosquitoes breed there
And they spread Malaria everywhere
Old Ram Chaudhary listen well !
There should be no puddles anywhere
The Doc went here and the Doc went there
Giving chloroquine tablets everywhere
Old Ram Chaudhary when he was well
He filled up puddles everywhere
Everyone was happy once again
Here a smile, there a smile, everywhere a smile smile
Old Ram Chaudhary
Puppet show
Everyone loves puppets, which are a traditional source of
entertainment and worldlywise learning for the community. The
idea of what fun health education is, can be seen through a
puppet show on personal hygiene.
Chunni :
(dirty puppet)
Munni, you look so beautiful and you are
never sick. Why do I become sick so often?
I don’t like having this sickness. I am not
regular at school. What is your secret?
Munni
(clean puppet)
Chunni why are you so sad? I will gladly
tell you my secret. But first see yourself in
this mirror. How do you look?
Chunni
Are you trying to make me ashamed of
myself?
9
Munni
No Chunni, I want you to understand the
importance of staying clean.
Chunni
O.K. I look very dirty. No one likes to play
with me. My nails are also long and dirty. I
have lice in my hair. My breath smells, for I
don’t brush my teeth regularly.
Munni
Chunni you know half the secret. Now let
me help you.
(Munni helps Chunni clean herself. She helps
her to brush her teeth. Makes her take a
head-bath and combs her hair. She helps her
to put on clean clothes and cuts her nails.
She then brings her back to the mirror).
Munni
Now tell me who is that in the mirror?
Chunni
Oh my, I never thought I could look so
good. Munni, who is this girl? I would like to
play with her.
Munni
If you keep yourself clean you will not fall
sick very often and can go to school regularly
and have lots of friends.
(The two girls hug each other)
Chunni
Thank you Munni for telling me the secret.
Now I am determined to stay clean and
healthy for I not only look good but I also
feel good.
Demonstration
A dramatic demonstration is an effective way of imparting
messages on topics like clean water.
Take two glasses of clean water. Take one glass and have a
child wash his hand in that water. Let the water from the hand
drop into a white saucer. Show the difference between the
clean water in the glass and the unclean water in the white
saucer.
10
Placard making
Children love to be asked to create things which are to be
used in a programme involving them. Involve them in designing
placards carrying health slogans. These can be made of card
boards of a size visible from a distance. This activity will arouse
enthusiasm and encourage creativity. These placards can either
be displayed or used during prabhat pheris (morning
processions) which can be planned for the next morning.
Divide the children into small groups. Jointly decide which
messages are the important ones. Discuss the different ways in
which they could be written and the art work that should go
with them. Then encourage the children to complete their
placards. To make the session more interesting, divide the
children into groups which can take up different topics such as
malaria or diarrhoea. Practise the slogan shouting in the large
group.
Korarribngala
Bangalore-5G0C34
India
''-•<3^,3/?
Visiting the panchayat
government office)
(local
By the time the school visit is over, the panchayat office will
open. Visit the panchayat and talk to members about the Child
Centred Health Education programme going on at school and
in the village.
The panchayat should be involved in arranging for the team’s
hospitality. It would be a good idea for all team members to
take their meals with different families. This will help them to
get to know more people and the availability of local foods.
Informal talks with host families will enable the team to have
a clearer understanding of the local nutrition and health
problems as well.
Accepting the hospitality of many of the people belonging to
the village will also be in keeping with the concept of the
yatra, where the members and the hosts depend upon each
other. In the Indian tradition, such jointly shared meals create
a feeling of togetherness, a sense of purpose and a combined
movement towards a joint goal - in this case the imparting and
gaining of important health related knowledge.
Ask for the community’s help in organising a cultural
programme in the evening for all the villagers. Listen carefully
to their opinions and take their help in deciding upon the
location and in making other arrangements. If there is a
community worker, encourage him to take leadership in
organising the event.
Meeting with village leaders
Involve as many interested and enthusiastic people as possible
and talk to them about Child Centred Health Education, its
usefulness and need and talk to them also about the evening’s
cultural programme and ask for their assistance.Their leadership,
support and enthusiasm will help to stimulate the whole village
to take an interest in the new approach to health education
for their children.
12
Meeting with women
Hold a separate meeting with women. Their wholehearted
support is necessary if the health related messages, that the
children bring home, are to be put into practice at home and
in the community. Discuss the following points with them:
-
Talk to them about the common health topics, which their
children will leam about in school, such as contamination
of water leading to diarrhoea, anaemia, vitamin A deficiency
and so on.
-
Emphasise that they should listen carefully to the
information brought home by children. If they have doubts
on certain issues, teachers or community workers can clarify
them. Underline that this programme can be successful only
if they encourage healthy habits in their children.
-
Explain how the children will gain this new health
knowledge through actually performing different activities.
-
They should listen to the children’s account of the day’s
learning at school, respecting their views and encouraging
them to try out their new health related knowledge.
Use different methods such as songs, plays and puppet shows
to demostrate to the women the fun aspect and usefulness of
health education imparted through such formats.
Programmes at the community level
A village rally is ideally organised for the benefit and
involvement of the whole community and can be considered to
be successful only when people respond to it in large numbers.
Due to socio-cultural organisations of villages, it often becomes
necessary to talk to the different groups in the village
separately. To consolidate this group learning, it is also
important to conduct certain programmes for the entire
community.
Two such programmes have proved to be very effective. These
are the cultural show which can be organised at night and the
prabhat pheri (morning procession) and cleanliness drive which
can be organised the next morning.
Such activities help to create a demand for more Child Centred
Health Education approaches in the village. They also mobilise
enthusiastic motivated members, who are willing to join the rally
as it leaves the next day for the next village.
13
Cultural programme
This programme should be performed in a central place of the
village. The local leaders, workers,teachers, youth and others
should help to organise it. This will enable the community to
feel that it is “their” programme and not something forced
from top or outside.
The cultural programme can begin with a prayer and local
songs and continue to go on to health education focused
entertainment. This can take the form of songs, bhajans
(devotional songs) quawallis (form of vocal music inviting
audience participation), folk songs, skits, role plays, jokes, mono
acting, folk and group dances and puppet shows.
To maintain the enthusiasm of the audience, the organising
team should also present some items. They will be greatly
appreciated and will assist in creating a bond.
This function will help to explain what Child Centred Health
Education is all about, to the largest groups of people who are
all collected at one place at one time. Most of the education
imparted about the approach to the various groups, should now
be reproduced. The following areas can be emphasised:
-
The usefulness and importance of Child Centred Health
Education programmes.
Imaginative use of different formats for imparting such
education.
The need for teachers to be actively involved.
For the village leaders to lend support to the programme.
The need for parents to take an interest in the information
brought home by the children. And to make an active
effort to introduce the health related changes in the home
and community.
Importance of role play
A role play is a very effective way of presenting an issue. A
role play can be presented on how children are prevented by
parents from trying out their newly learned health education at
home and how it effects the goals of the programme. An
example of such a role play is given here. Many other similar
plays can be written bearing in mind the necessity of making
them short, brisk, building to a climax and having an element
of humour in them.
14
Role play on difficulties faced by children in
communicating health messages in the home
Mother
Manju, hurry up and come to eat, what in
(Shanti)
the world is taking you so long? Can’t you see
how busy I am?
Manju
Mother, I am just coming, I was only washing
my hands properly, our teacher says...
Mother
Oh, please don’t start off with that again.
Teacher tells you a lot of silly things like washing
your hands before you eat, eating green leafy
vegetables and filtering water. Now who has time
to do all these things? Why should we eat grass
like animals when there are other things to eat?
Besides it is of no practical use whatsoever. Of
what use is such education?
Manju
But mother such education is most important for
day to day life. What? Potatoes again? Why don’t
we have leafy green vegetables? They are very
good for health.
Mother
That is enough. I know more than you. I have
seen more seasons than you have and have
more experience than your young teacher for
that matter. Finish your food and go and fetch
water.
1
Scene II
(Manju sits down to cut her nails)
Mother
And now may I know what you are busy with?
Didn’t you hear me telling you to fetch some
water? Is this the time to dress up?
Manju
But mother, I am not dressing up. I am only
cutting my nails. Teacher says that dirty nails
make the water dirty and make us ill.
Mother
That wretched teacher again. I don’t want
another word out of you. Now just get up
IMMEDIATELY and fetch the water. Do you hear
me?
Your teacher doesn’t seem to be teaching you
anything. She is only playing games. I tell you,
next year you are not going to school. Enough
is enough.
15
16
Parvati
(neighbour)
Why Shanti?What is enough?
Shanti
Do come Parvati. This girl is driving me mad
with her new fangled educational ideas. When I
asked her to fetch some water, she started
cutting her nails and preaching to me that dirty
nails can cause diarrhoea. It is really the limit.
Parvati
But Shanti what she says is absolutely true.
Shanti
What? Don’t tell me you have also joined this
crazy force?
Parvati
Oh no Shanti. You know me. I was also
extremely against the information my son Sunil
brought home from school. But when his little
sister Suman had diarrhoea, Sunil insisted on
giving her some sugar- salt solution while we
took her to the doctor. The doctor said that it
was due to Sunil that Suman was saved from
dehydration. Now our whole family listens to the
health information that Sunil brings home from
school about cutting nails and so on. All such
information has helped to keep our family
healthy.
Shanti
I see, since Manju studies with Sunil, I suppose
she too must be right. But tell me Parvati did
the doctor also suggest eating green leafy
vegetables?
Parvati
But of course he did. Not only that, he said that
we can stay healthy if we eat a variety of
different foods rather than just cereals and
potatoes.
Shanti
Manju dear just see how ignorant I am. I am so
sorry for scolding my dear learned daugher. Tell
me what shall we make for dinner tonight? And
pass me that nailcutter after you finish. And
Manju?
Manju
Yes mother?
Shanti
I do hope you have enough sense to remember
to take the filtering cloth with you when you go
to fetch water?
Manju
(Saluting smartly) Yes mother, I will indeed
remember, for you are beginning to sound even
sterner than our teacher.
Prabhat pheri (morning procession) and
cleanliness drive
This session can become a natural outlet for the usual
enthusiasm children have for physical activity. It is also an
opportunity to draw the attention of the community to a
common health problem and to assist them to take joint
action.
Make an early morning start. Have another rehearsal of
holding the placards and shouting of slogans and then proceed
to march through the village. In the centre of the village the
large group can divide itself into smaller groups which can take
the responsibility of cleaning a particular street or lane of the
village. Take the help of the villagers while cleaning, like asking
for broomsticks or dustbins from the houses and thus
encouraging them to participate in the activity.
At the end of the session, the groups can come together at
the central place in the village and sing health songs. Such an
opportunity can be used to demonstrate preparation of ORS or
first-aid or a role play can also be performed.
A discussion can take place with the villagers, which also
involves children, on how they can keep their village and
houses, clean. The diseases resulting from an unhygienic
environment can also be discussed.
Display the posters and placards prepared by children at
prominent places. For instance a poster related to cleanliness
around a water source can be put up on the wall near a well
or a handpump. Encourage children to write health slogans at
the key places of the village.
17
And so, on to the next village...
At the end of this activity, it is time to depart for the next
village. By this time, almost the entire community will have
been involved in the village rally for twenty four hours and
good-byes will be warm and emotional.
It is an excellent time to use the good-will created, by quickly
revising the health messages covered and seeking an assurance
from the community that they will actively participate in and
support the Child Centred Health Education process.
A few local villagers may join the rally on to the next village.
This will lend additional support and credibility to the entire
effort. Ideally the village rally can begin with four team
members and end up with about fifteen to twenty members.
18
i
I
Follow-up and feedback will also reveal level of awareness and
changes that have occurred in their day to day nutrition and
health habits. If several messages have been accepted,
improvement in standards of health, hygiene and environmental
sanitation of the community will also be observed.
At implementators’ level
The success of the rally can be assessed both during and after
the event.
If the rally succeeds in involving the community in the nutrition
and health messages being imparted, it will enhance
effectiveness of ongoing health programmes being implemented
in the area. The community will also find it easier to ask
questions and clarify their doubts.
Follow-up of health education messages in the community, is an
important part of any new educational approach. If the rally
has been a success, there will be improved future interactions
with the community. The community will also demand more
need based health education and volunteers will come forward
to help in this process.
20
The Child Resource Centre (CRC) has
published a series of booklets in English,
Hindi and Gujarati focusing on Child
Centred Health Education Approaches.
These booklets are written in a simple,
clear and concise style and are
attractively illustrated. They will be useful
additions to libraries and to individuals
and organisations involved in child
centred activities. A list of the booklets
available is given below.
Health Education Can be Fun
Khel-Khel Mein
(Learning whilst playing)
Growing Up Healthy
Balmela (Children’s Fair)
Gramyatra' (Village Rally)
Activity Oriented Health Learning for
Children - A Teacher’s Manual.
CENTRE FOR HEALTH EDUCATION, TRAINING
AND NUTRITION AWARENESS
c
Lilavatiben Lalbhai’s Bunglow Civil-Camp Road, Shahibaug, Ahmedabad-380 004
Gujarat, INDIA
Phono : 866513
& 91-121-618 RASA IN
Gram : CHETNESS
Telex : 91-121-6779 CEE IN
Fax : 91-272-866513 & 91-272-420242
- Media
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