"Teachers and translators assist in the communication process, but overall, body language is the primary form of expression. Children learn through repetition and mimicry. In this way, they are required to interact with others, truly acting as members of their community."
Mugabi Fred Morjan and Eric Gisairo work in the fields of education and child protection, respectively. Working primarily in Juba, South Sudan, they began using Play for Peace after attending an orientation, organized by PLAN International, but inclusive of staff from various organizations (Fred is with Education Cluster, and Eric with Hold the Child!). The two were intrigued by the platform. About fifteen staff completed the training and started plans for traveling to Play for Peace sessions. Working both within and outside the Juba region, they began designing a curriculum. For Fred and Eric, it was inspiring: people devoting time and energy to organizing sessions outside of their daily jobs and responsibilities. Soon after, the new group targeted one primary school within Juba (the Gudele primary school) and was able to reach about 250 boys and girls. In mid-April, the team traveled to the Greater Pibor Administration Area (GPAA), northeast of Juba, reaching four schools. The audience was huge: around 600 boys and girls. They began with a group presentation and continued by presenting fun games that children could use to bond.
Initially, the children were shy, but they slowly began to embrace Play for Peace. One of the boys even shared his own game, a celebration of dance: one participant would dance, and then provide another participant with the opportunity to do so. Even more motivating for Fred and Eric was when they left the premises and noticed children practicing the games outside the school and on their own. Why is Play for Peace so important in South Sudan? This is a beautiful region, but one that is ripe with conflict: with different tribes and rebel forces in arms, local children are often removed from their communities, forced to join armies and engage in violence.
Play is one method of healing these traumas. These sessions are a form of emotional education, and they have the added benefit of providing language instruction. Games are conducted in English, as the various dialects of the region prevent Fred and Eric from communicating in their native tongue. Teachers and translators also assist in the communication process, but overall, body language is the primary form of expression. Children learn through repetition and mimicry. In this way, they are required to interact with others, truly acting as members of their community. This is not only beneficial to the children, but to the teachers as well. As Fred explains,
“Through Play for Peace, we show teachers how to handle their children. Many kids drop out because of corporal punishment, and so these games give the two a way to understand each other. They begin to recognize how they can work together through peaceful education.”
Eric points out that even parents benefit from the sessions. During their mission in the GPAA region, several parents watched the games. He called these parents to participate, and one woman in particular was delighted at the opportunity. She was open and vibrant, and she became a motivation to the children to interact. “At the end of the day, the entire community can appreciate these presentations. This parent became a model for other parents to break down barriers and assist in the healing process.”
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