Introduction

Education is a necessity through which people can learn and apply the knowledge that has been given to them. It has a significant influence on the opportunities the individuals may experience in their lifetime as it can help them contribute to the society through broadening their perspectives and in shaping their value system. Education can be a way for children to represent their youth and speak for their common good necessary to strengthen their communities and for themselves.

Education plays an important role in cancer symptom management for patients and their families. Providing clear and consistent information allows these patients to feel more confident in their ability to manage their symptoms and as they regain measure of control. Through these we optimize the quality of life of the children with cancer by introducing play therapy as means of coping with cancer symptoms and the side effects of their medication. In play-based learning it can also be a means of expressing their emotions, feelings and worries, understand what is happening and cope with their treatment. It provides children with cancer a sense of control in their own life.

Play-based learning is an important method for encouraging active learning. Learning happens most effectively with open-ended materials that can be used in multiple ways to nurture creativity in children. It is just as important to incorporate relaxation techniques with activities. The children present an almost permanent active state, since they play, jump and run continuously, being necessary moments of relaxation. Achieving relaxation will have repercussions on the child in controlling their emotional, cognitive and behavioral behaviors.

Targeted Outcomes

To develop holistic traits and resilience of the children through play.
To enhance the children’s abilities on communication, expression and understanding of feelings towards themselves and/or other people.
To allow children to communicate, express and understand their feelings.
To use play as the child’s strategy to aid against discomforts caused by hospitalizations, treatments and symptoms.
To have empathy and bond for other peers for moral support through the use of play.

Vision

Play to Cope, Learn to Hope envisions to develop well rounded, confident, and responsible children who aspire to achieve their full potential to be well-informed and well-equipped with relevant information about their condition through providing a safe and supportive learning environment in which everyone is equal and all achievements are celebrated. Thus, empowering children to embrace learning and become independent life-long learners.

Mission

Play to Cope, Learn to Hope strives to consciously create an environment of respect and inclusion and to support ethnic, racial, religious and socioeconomic diversity among all the children of E-hope foundation through meaningful child-centered, play-based activities that builds awareness in symptom condition management and increase motivation to be active in taking part of their condition regimen to enhance sense of fulfillment and well-being.

Objectives

To provide the opportunity for the child to articulate their ideas and give a chance to provide an interpretation of their worksheet in front of their peers.
To enable the child to discover ways of managing their condition while participating in an activity.
To let the child be able to demonstrate the proper application of symptom condition techniques through play activities.
To provide opportunities for learning through fun educational activities like play.

Logical Framework

A log frame that helps ensure that all aspects needed for the programme are taken into consideration for a successful implementation. It takes into account the following questions:

How was the goals, purpose, and outcomes achieved?
What were the resources needed to achieve our goals, purpose and outcomes?
What did we hope to see by the end of the program?
What did we use to verify that our results were achieved?

Implementation

Description

The aim of the program was focused on promoting confidence and resilience to allow them to live their lives meaningfully and to achieve self-fulfillment with their own capabilities through the use of play activities. The program started off with a prayer and introduction to set a comfortable and enjoyable mood for the program. An energizer activity was given through a Zumba dance wherein the participants were asked to join in. After the energizer, a relaxation activity took place wherein the children were asked to participate in a balloon breathing activity as a relaxation technique. This was done to help the children become more aware of their breathing. The children were then given a t-shirt and some paint to be used to create their own design through answering different questions pertaining to what they like about themselves, and what they are thankful for. The children were all very participative and seemed to burst in excitement not only in doing the activity, but also in interacting with the on-site facilitators and instructors. Once the children were finished with their designs, they were encouraged to share their experiences and perspectives to have a more interactive activity and for them to learn from others. After the t-shirt design making, the next activity called stress ball making, then took place wherein the children were provided with materials such as playdough, essential oil, balloons, and funnels to create their very own stress ball which is helpful in times that they feel the most stress in their personal lives, especially in dealing with their condition. Another group sharing took place to encourage the children to speak up and also listen to others’ experiences. Lastly, facilitators were able to provide a generalization or summary of the activities, entertain any questions and concerns that may have been raised, and also express gratitude for the participation and success of the program, and formal goodbyes were given.