PLAYGROUND NETWORKS

Redes

The Education and Development Foundation has helped establish networks of playgroups in different locations in Peru, on the coast, in the mountains and in the jungle. Also in some of the most complex neighborhoods of the capital city, Lima, to which families from all over the country emigrate, making up almost a third of its population. Also in Argentina, in the city of Rosario, in Chile, in Mapuche communities of the IX Region, near the city of Temuco, in Mexico in Chiapas and in Spain in Madrid and Leganés.

Our goal is to create play spaces, playgroups, where boys and girls can exercise their right to play and develop their motor, imaginative, cognitive and social skills.

The networks of

PLAYGROUNDS IN PERU

Piura

It was the first network of playgroups supported by the foundation, together with CANAT (Center for Child and Adolescent Workers) and the mobile toy library of the Regional Government of Piura. The network is made up of those located in the Human Settlements of the towns of Piura, Castilla, October 26, Sullana, Tambogrande, Paita, etc. and those of populations of the Piuran mountain range in Ayabaca and Huancabamba. From time to time the network has had the support and recognition of the Regional Government of Piura, or Municipalities such as those of Castilla or Catacaos. The collaborations of volunteers from Piuran and Spanish universities have also been important in these years, which, with the pandemic, have also been interrupted.

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Loreto

In the Peruvian jungle, playgroups were being organized in the city of Iquitos and in other towns such as Pangüana, on the shore of the Amazon. The rector of the Scientific University of Peru, Dr. Juan Saldaña, was an indispensable support for the construction of this network. Children must access the Belén neighborhood toy library by canoe during the rainy season because the river water covers several meters. For this reason, the houses are built on wooden poles, like stilt houses. The Santa Rosa Children's Village playgroup provides play spaces for the many boys and girls who, for different reasons, are interned there. The person in charge of this toy library, Rocío del Carmen Chavez, does an excelent job by extending the playgroups to other institutions with boarding children.

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Ayacucho

Most of the playgroups work in the city of Huamanga. Two of the Spanish volunteers, Noemí and Elena, were the creators of the network's first playgroups. In these years, the support of the National University of San Cristóbal de Huamanga and the playroom and library spaces opened in the Cultural Center of said institution and coordinated by Mg. Wladimir Salinas have also been fundamental. Also that of the Kintu Laboratory collective, coordinated by Mg. Alexander Arone. As in the other networks, the pandemic has forced us to reinvent ourselves with virtual activities.

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Lima

It is the most recent of the Peruvian networks. It began in 2018 with Javier Flores Tapia as coordinator. The first were established in the districts of San Martín de Porres, Puente Piedra, Rimac and San Juan de Lurigancho. That same year we held the 1st Play Festival in San Martín, so that boys and girls from the network's different playgroups could get to know each other and play together. In 2019, the II Play Festival was held, this time in Puente Piedra, also with the participation of the different playgroups of the network. Since the confinement due to the pandemic, the activities have been online, on a Zoom platform. The most fun ones take place during weekends and school holidays, so as not to interfere with the virtual classes of the Ministry of Education program I learn at home.

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Playing against

THE CORONAVIRUS

In February 2020 we had to interrupt all the face-to-face activities of the playgroups networks but, despite the confinement due to the covid pandemic, and at the request of the children themselves, we maintained some recreational activities online. In April 2020, with the beginning of the school year and the program of the Ministry of Education I learn at home we realized that time, computers and mobile phones should preferably be dedicated to this task.

Children and families asked us for support in this virtual education experience, which was new for everyone. The volunteers designed support activities for the official programmes, maintaining a playful character, but adapting to the contents and objectives of the official programme. The experience was very demanding, but also very rewarding for everyone. Directors of the schools previously evaluated the activities proposed by our volunteers and sent them to their students. When there was no internet, we had to go to the mothers' mobile phones, transforming some of the Ministry's documents into mp4 and PDFs so that they could reach those students who did not have Wi-Fi. We even ran a small fundraising campaign”Charge me with education” so that the children could send their work to the teachers through their mothers' mobile phones.

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