Direct Involvement Planning

A possible course of action

The Assignment. The work will start off with an assignment, an explicit request made by the administration that will ask the children to prepare a plan for a project, the realization of which is foreseen and for which the economic resources are available. This procedure will avoid the frequent disappointments regarding the many projects that remain unrealized because of a lack of funds.

Overcoming stereotypes. One of the initial, more sensitive activities is that dedicated to overcoming stereotypes. The child is not totally innocent; he/she is completely immersed in our society and is strongly "corrupted" by everything that adults, the surroundings and the media have introduced him to. A good system is that of inviting children to reflect on their own necessities and wishes, on what they like and do not like. In this way a list of desirable functions will be formulated for which adequate structures will have to be found or invented in the assigned areas.

Knowing the location. We go on acquainting ourselves directly with the objective of the project. Inspections, observations, measurements, investigations are carried out. It is better not to impose a methodology and not shorten the process. Knowing a place can mean different things for different children, at different ages and under different conditions.
Information and opinions can be collected from classmates, family members and citizens.

The Project. A general plan is elaborated. It is advisable to initially ask for a contribution of individual ideas. The ideas of each person are presented and compared in order to come up with a shared idea. The work goes on in this way in order to define the details of the project, engaging small groups on various aspects, later reaching collective moments of confrontation and unitary definition. The work proceeds for some months, going back to the external locations to verify and try out the various solutions, consulting experts when required.
Often the planning activities end with the realization of a plastic model.

Project Presentation. The children considered the "authors" of the project, present the finished work to their schoolmates, families, the citizens in the neighborhood, and the administrators. The administrators take on the project and give clear indications regarding the modalities and the timing for its fulfillment.

The realization. Once the children's ideas are approved the executive project begins. It is important that the technician, that will carry it out, respect the children's indications and if there are any changes to be made, that he confront himself with the "authors" It is desirable that the children who elaborated the project, their schoolmates and family follow the work and possibly participate.

Timing. If there are delays or impediments, the children must be informed: often a child's conception of time is different from that of adults and even more that of the administration. The start-up of these projects should mean, for the administrators, that they have a commitment in terms of checking the timing, sometimes finding creative solutions to bureaucratic difficulties.

The inauguration celebration. There will be a celebration to inaugurate the finished project. The children's contribution will appear on a poster that will remain as a memory of the children and adults.

Care and maintenance. If it involves an area, an environment, it can be adopted by the school so that it can be taken care of and guarded by the neighbourhood children and inhabitants, who can also take care of its maintenance.

Objectives
Organization
A possible course of action
Where