as part of its recovery/cw program, campus watch is launching a playground at the institut emmanuel d’alzon with colorful recreational neighborhoods, one of the ngo’s flagship programs, three years after the program was presented at a press conference in paris in the presence of Brigitte Macron and the ministers of the day.
6 districts, 6 colors to listen to the emotional needs of students and optimize playground supervision by educators.
since the beginning of its activities in schools, colleges and high schools, campus watch has observed a concentration of attacks on property and people during morning, lunch and post-lunch breaks in recreational areas.
the lack of structure in these spaces explains the difficulty educators have in acting against these attacks in a community where there are many different emotional needs.
modeling is proposed to teach students to respect themselves and others in the space through 6 colorful recreational neighborhoods. A recreational district is associated with an activity and has its own rules.
🔵 the blue district is associated with quiet activities for relaxing, walking, chatting with friends and reading, without shouting or running.
supervision by educators is facilitated by students’ static activities. the static activity makes it easier to spot attacks on property and people, and isolated students with unobstructed vision and reactive hearing in the face of altercations without students running and shouting. then, an ostracized student, and one who suffers from short and long term friendlessness, is predisposed to retreat to static neighborhoods.
🟣 the purple district is associated with art activities to create, paint, and draw with friends, without shouting or running.
supervision by educators is facilitated by students’ static activities. the stasis favors the detection of property and personal injury and isolated students with clear vision and reactive hearing in the face of altercations without students running and shouting. then, an ostracized student, and one who suffers from short and long term friendlessness, is predisposed to retreat to static neighborhoods.
🟢 the green district is associated with green activities to sort trash and garden with friends, without shouting, or running.
supervision by educators is facilitated by students’ static activities. the static activity makes it easier to spot attacks on property and people, and isolated students with unobstructed vision and reactive hearing in the face of altercations without students running and shouting. then, an ostracized student, and one who suffers from short and long term friendlessness, is predisposed to retreat to static neighborhoods.
🟡 the yellow district is associated with play activities to play, run and shout with multiple games offered to students.
supervision by educators is facilitated by the playful rules of the games offered. the presence of these rules favors the identification of attacks on property and people with activities that can be paralyzed by the negative behaviors of one of the student-participants. paralysis of a play activity encourages students to alert educators and to gatherings that may alert them.
🟠 the orange district is associated with sports activities to play, run, and shout with multiple sports offered to students.
supervision by educators is facilitated by the playful rules of the games offered. the presence of these rules facilitates the identification of damage to property and people with activities that may be paralyzed by the negative behaviors of one of the student participants. the paralysis of a play activity encourages students to alert educators and to gatherings that may alert them.
🎗️ the refuge is the presence of youth mediators in the schoolyard, students trained in victim assistance, early conflict resolution and listening to emotions.
