Part of a daily routine for children at Institutions…

“Idle minds are devil’s workshops”

Many of us must have heard the above quoted saying. This is very true in the case of children who are housed in Institutions. If they are not given enough opportunity to engage themselves in activities for most part of the day, then they while away time and in this process, start in-fighting, abuse of each other, threatening the care takers etc.

The context I am talking of is the Institutions setup under the Juvenile Justice (Care and Protection of Children) Act, 2000 as amended in 2006. Institutions like Children’s home for boys, Children’s home for girls, Observation Homes and Special homes are places I am talking about.

I present below a proposal of an ‘Activity Plan’ for children. I present the same in four steps. Firstly, I quote what the National Model Rules, 2007 under the above said act has to say about the daily routine to be followed. Secondly, I put forward certain basic principles we keep in mind while developing the activity plan. Thirdly, I propose a mapping of children that needs to be done before deciding on the programs and to decide which children would attend which activities. Lastly, I present the programs that I propose.

These are to be treated as an approach of deciding programs at anyof these homes.

Activity Plan for the Children’s Home for Boys and Children’s Home for Girls


The Juvenile Justice (Care and Protection of Children) Act, 2000 as amended in 2006 along with it’s National Model rules framed in 2007 provide for the following:

Rule 43 on ‘Daily Routine’ mandates institutions to provide for a daily routine contributing towards:

  • Personal hygiene and cleanliness
  • Physical exercise, yoga and sports
  • Educational classes and vocational training
  • Moral education and prayer
  • Group activities and community singing
  • Special programs for Sundays and holidays

Rule 47 further says that:

  • Institution shall provide education to all children according to age and ability, inside or outside the institution, as per requirement
  • Institution shall provide mainstream inclusive schooling, bridge school, open schooling, non-formal education and special education where required.
  • Institution shall provide extra coaching to school going children where required through volunteers or coaching centres

Rule 48 further says that:

  • Institution shall provide gainful vocational training.
  • Institution shall develop networking with ITIs, Jan Sikshan Santhan, Government or Private organizations or NGOs with expertise and also with placement agencies

Rule 49 further says that:

  • Provision for guided recreation shall be made available and it shall include indoor and outdoor games, music, television, picnics and outings, cultural programs and a library

Guiding Principles adopted while preparing Activity Plan:

  • Mainstream inclusive education is the most preferred option and this is to be provided by schools nearby the home. In the event of the child not being ready for the same, other forms of education as enlisted below may be provided for purposes listed therewith.
Type of schooling Purpose
Bridge schooling To maintain continuity and bring the child to the level of entering mainstream schooling
Open schooling For dropouts to allow them to move slowly but steadily up the ladder
Non-formal schooling To provide for life skills (like knowing the society we live in, local geography, the economy, types of jobs, their health etc)
  • Irrespective of the period for which the child is expected to stay at the home, educational services shall be provided.
  • Where possible and necessary to have enough children in a single group, boys and girls shall have classes / training together.
  • Sports are a very important component and hence shall be given good focus. Outdoor sports ensure that children remain fit and healthy as well as allowing them to learn about winning, losing, team spirit etc. Hence, outdoor sports in a fairly professional manner shall be taught to the children.
  • Gainful vocational training provided by ITIs or other such institutions shall be preferred when possible, or else in-house training shall be done by recruiting professionals. Placement options shall be looked at for elder children if they have completed 10th standard or for unavoidable reasons, cannot complete 10th standard.
  • Music and dance captivate children and can be used as a medium to reach them. Hence, this also will form an important part
  • Learning the local language (at least speaking) can be useful and hence shall be taught too.
  • All children are not the same and hence mapping the children at the home is required before deciding the activity plan for them.

Mapping children:

The mapping shall be done for each of the offered component of activity as listed below.

  1. 1. For Sports:
Age 7-10 years, 11-14 years & 15-18 years
Health / special needs On individual basis
  1. 2. For Education:
Age 7-10 years, 11-12 years , 13-14 years & 15-18 years
Highest class completed or Learning level (by individual assessment) in each subject whichever is lower 1st to 10th standards
Years since dropout Less than 6 months, 6months to 2 years, More than 2 years
Language studied in / known (Actuals)
Health / special needs On individual basis

Note: Here, the likely period of stay of the child is not considered (as per guiding principles).

  1. For Vocational Training:
Age 13-14 years & 15-18 years
Interest of the child (Within available vocations)
Health / special needs On individual basis
  1. 4. For Music and Dance:
Age 7-10 years, 11-14 years & 15-18 years
Health / special needs On individual basis
  1. 5. For Local Language Classes:

All Non-Kannada speaking children shall be given Kannada speaking skills training irrespective of age.


The following programs shall be organized for the indicated groups deciding in the mapping process.

Sl. No Activity Group (decided by mapping):
1 Sports: Football, Cricket, Volleyball and Shuttle badminton
2 Education: (a)   Bridge schooling If ‘years since dropout’ greater than 6 months and less than 2 years& 

If learning level close to age appropriate class in most subjects

(b)   Open schooling If ‘years since dropout’ greater than 2 years& 

If learning level well below age appropriate class in more than 1 subject


If no nearby teaches in the  ‘language studied in’ of the child.

(c) Non-Formal (life skills) education For all
3 Vocational Training: Carpentry, Painting, Craft, Electrical, Electronics etc
4 Music and Dance: Film based, Semi-classical or folk
5 Local Language: Only speaking skills

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