3 The four groups then come together again in plenary. Each group will carry out their various
role-plays. The rest of the participants should try to guess the need being demonstrated
(for example, a role-play of a child eating demonstrates the physical need for food).4 At the end of the activity you should have four lists – you may ask for a volunteer to transcribe
these on to flipchart paper if literacy levels permit. Add any remaining ideas from your
facilitator’s notes. Discuss with the participants and summarise.5 Hand out Handout 1 to participants for their reference.6 Explain to participants that the next topics in this module
will focus on physical needs. Ask participants to revisit
the list of physical needs and explain that the next topics
will focus on food security, nutrition and healthcare
for vulnerable children, while the next module on
equipping these children for the future will focus mainly
on their social needs.Note:
If, in the course of listing physical needs, participants strongly
want to have a separate session on issues such as shelter
and clothing, provide extra time for that. For example, you
may get participants to talk about shelter by having a round
in which each participant gives one suggestion on what is
required for a good shelter in the community; and what
happens when these requirements are not met. List the
points up on the flipchart and discuss them with the group.Similarly, you can use the same method to talk about other issues, such as the clothing
needs of boys and girls. You may want to get the group to brainstorm ways in which
home visitors can access clothing supplies for children in need.(^150) Unit 2, Module 2 Guide to Mobilising and Strengthening Community-Led Care for Orphans and Vulnerable Children