Your Rights, Their Rights

Children in foreign countries


General objective: The workshop participants will know, identify and appropriate the Rights they have as children.

Specific objective: Participants will think and understand their role and responsibility for protecting the Rights of their peers, as well as the Rights of other children in situations of vulnerability, as migrant or refugee children and.


Expected Outcomes

They will learn about Children Rights and the value of solidarity with their peers, as well as with other children, who are in situation of vulnerability, as in the case of refugees, asylum seekers and migrant children.


Target group

Children between 8 and 12 years old, from any socio-economical or cultural group

The number of participants: 15-25 people


(1 - very easy, 5 - very difficult)

The degree of expertise needed - 2

The amount of work to prepare and implement the scenario - 2

The relative overall cost predicted - 2



2 h 20 min (including a break)


The most suitable space for the accomplishment of the session would be a room with capacity for up to 30 people, with enough chairs for each participant, initially arranged around the video projection screen.

For the formation of the groups for the activity 2 (Board game “Your Rights”), they should have enough space to move around.  It will be much better if it is performed as an outdoor activity.



For the activity 1, the facilitators should cut out the cards of the Rights (photos allusive to Children Rights, child abuse, refugee children, etc.), which are in Annex 3.  Then, place them on the floor in the middle of the room, and arrange in another place of the room the paper, markers and glue, so that, the participants could work properly and concentrated on the collage.

Methods used for this session are: Visualization of video and cards, recreational arts, participatory workshop and game.




Facilitators will begin introducing themselves and immediately requiring each participant to introduce him/herself by saying only his/her name.  One of the trainers will write the name of each participant on a wide paper tape and will stick it on a visible place of their bodies.

Then, the facilitators will explain the objective of the session, briefly and in understandable words to participants, and will mention the activities according to the structured order.  Also they will mention that there will be a break of 5 minutes, indicating the exact time stipulated for this.



• Slides projection, Part 1 (15 minutes)

In order to introduce participants to the theme of the workshop “Children’s Rights”, the facilitators will present and explain the slides in the Annex 1 “Your Rights”, Part 1.


• Activity 1: “I want to share my Rights” (30 minutes)

This activity, besides allowing participants to exercise their intuition by relating images with ideas, encourages them to express their conclusions about the rights they have just known in an artistic way, making a composition with different types of objects, materials and shapes.

To start, facilitators will put scattered on the floor, in the middle of the room, on one side the elements for the collage and next to them, the sheets with silhouettes of children (Annex 2).

Then, facilitators will invite each child to choose one of the sheets with silhouettes and to make a collage on it using the materials, elements and pictures as they want.  Tell the children what elements you have put at the disposal of them to make the collage and suggest to them:

- To choose a Right,

- To give a name to their work according to the Children’s Rights, which they saw in the presentation,

- To represent in the collage the Right they have chosen, showing how children can enjoy it.

They may choose the elements and images however they want.  Remind them to sign their work at the end!

After 15 minutes of artistic work, invite participants to exhibit their work on the floor, around the room, as in an art gallery.

In the next 15 minutes, children will have to present their work to others, commenting on the title of the play, what Right he/she chose, the reason why he/she chooses it and how children can enjoy that Right.


• Projection of the video “Carly, a refugees’ story”  (10 minutes)

Video for children about refugees or Rights. This activity aims to bring the participants with the reality of refugee children in an audiovisual way according to their age, and allows them to reflect on the difficulties that a child, who escapes from home alone after a disaster, can have to find help.

You can find the link in the Support Tools.  You can also use the subtitles for the video, clicking on the option   of the bottom icon bar of the screen.  Before you start playing the tape, read the description of it out loud for children: “Carly is a girl forced to flee her home and leave everything behind. All alone, she sets out to find help in other lands. She encounters the Stone-eaters, Smoky-crows, and Silk-tails. But none of them want to help her. «Will Carly find the safety and warmth of a new family? »”


• Round of questions (15 minutes)

The participants will know the definition of refugee, they will reflect on the needs that these people can have and on the alternatives of solution to the problem.

After the projection of the video, facilitators will ask participants what they think about the video.  Give some time for their answers.  Then, facilitators will ask the following questions:

- Why did Carly leave home?

- What did Carly need?

- Was it easy or difficult for Carly to find help?

- How do you think people should act when someone, especially a child asks for help? And how to act if he or she is hungry?

- How would you have helped Carly?

- Do you know what a refugee is?

- Do you think Carly, being a refugee girl, also has rights?


ANSWERS:  When people leave their country to seek refuge, or protection, in another country, they are called refugees.  International law is supposed to protect them. It’s supposed to ensure that they are not returned to situations where their life and freedom are at risk.

In the case of Carly no one wanted to help her because she is «strange and different from them».  Some people don’t want to help refugees, because they’re afraid. They think refugees are dangerous, or that it will cost too much money to help them. So refugees have no home and have to keep looking for a safety and warmth home or for a new family, if they have lost it, or they wind up in settlements that aren’t very comfortable.

Many people in many countries are doing whatever they can to ensure refugee children grow up healthy, educated and safe – so they can have the future that every child deserves.


• Break (5 minutes)

Meanwhile, the facilitators will prepare the elements and place for the game “Your Rights” (Annex 3 and 4)


• Slides projection, Part 2 (10 minutes)

In order to make the participants aware of the rights of refugee children and other rights that protect children in special cases of vulnerability, the facilitators will present and explain the slides “Your Rights”, Part 2 (Annex 1).


• Activity 2: Game “Your Rights” (35 minutes)

The objective of this activity is to stimulate in the participants the assimilation of the knowledge acquired in the session, through the game and recontextualization in imaginary situations.  Thus, before starting the activity, the facilitators will prepare the place and the elements of the game, in such a way that the players can have enough space to move or run and visualize the game board and the pieces, as well as, on one side of the board, separately stacked and upside down the question cards, challenge cards and medals.

One of the facilitators will be the game judge (moderator), who will read the game rules and instructions aloud, and will observe compliance with these and the order as players take turns rolling the die.  The moderator will also provide the answer or complement the information given by the players, for which you can use the sheet of answers (Annex 7).

The other facilitator will have the role of counsellor, guiding the groups in terms of compliance with the rules and of communication among its members, promoting the motivation and the involvement of everyone in reaching the goal.

The participants shall form in groups of 3 to 4 people max., give a name to the group to identify it and choose a pawn colour.  Once the groups are organized, the participants shall sit around the game board and the judge will read the instructions (Annex 6) aloud to start the game.

When the game ends, all participants will return to their seats to continue the feedback section.



• Brief recap by the trainers/facilitators (10 minutes): Facilitators will present some proposals for solutions on what children can to do to protect the Rights of their peers and other children.  You can ask the following questions and present these solution proposals (or use your own):


- What do you think about Children’s Rights?

- Do you think that adults respect the Rights of all children? Why?

- What should children do so that adults respect their Rights?

Proposed solutions

- “You can talk with your parents about your Rights, as a child, and ask them to help you protect those Rights.”

- “You can tell other children in your school, your neighbourhood, your family, etc., about the Rights you share with them and, explain to them about the importance of respecting the Rights of other children, especially of refugee children and those who live situations of violence”.

- “Remember that, if you bother, bully or attack other children, for any reason, you are disrespecting and violating their Rights, which are also your Rights.  So if you mistreat other children, you are mistreating yourself.”

• Evaluation of the session (5 minutes): The facilitators will ask in plenary how the session was and what they liked more.


Support tools

Video “Carly, a refugees’ story” (7.15’ - English language).  YouTube Channel UNHCR:  (Obviously, you might search on the Web another video on this subject, which could be more in line with the language needs and average age of the group).



Children’s Rights Convention, adopted by the General Assembly of the UN, November, 1989.  Book for children:

Website Maestra Asunción:

Document “Dinámicas para trabajar en clase los derechos de la niñez y adolescencia”.  Material is shared by Mynor López:

Fichero de actividades para trabajar la solidaridad. Instituto de Estudios sobre Desarrollo y Cooperación Internacional.,%20HEGOA.pdf

Article “How to explain the refugee crisis to kids” :


Ideas for action

If you have more time for the session, you can do another special activity for a specific Right.  At the end of the session, you might ask the participants to look for stories of children, who have had to flee dangerous situations, such as war or natural catastrophes, what happened and what those children did or achieved at the end of their journey.

You can request, well in advance, Children’s Rights books from your country’s UNICEF office to distribute them among participants at the end of the workshop.



Annex 1:  Slides “Your Rights, Their Rights”

Annex 2:  Silhouettes of children

Annex 3:  Images allusive to Children Rights

Annex 4: Game board “Your Rights”

Annex 5a: Cards of questions and try-outs, and medals

Annex 5b: Cards of questions and try-outs, and medals

Annex 6: Instructions for the game

Annex 7: Answers to the questions and try-out cards


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