Identifying a Space

Every ViKa centre begins with a space. But finding a space is about more than identifying an empty room. It is about finding a place where children can gather, play, learn, and feel a sense of belonging.

Over the years, ViKa centres have emerged in many different kinds of spaces - community halls, terraces, homes, open grounds, playgrounds, and sometimes wherever a community is willing to make room for children. There is no ideal building or perfect infrastructure required to begin. What matters more is whether the space creates possibilities for children to explore, interact, and spend time together.

Children usually arrive at the centre after a full day at school. Many come carrying the routines and expectations of a classroom. We have found that when the learning centre feels noticeably different from school, children settle into it more naturally. A space that allows movement, conversation, games, reading, making, building, and simply being together often encourages children to participate more freely.

The location of the centre also matters. Centres that are situated within the community become part of children's everyday lives. When children can walk to the centre safely and easily, participation becomes simpler. Over time, the centre begins to feel less like a programme and more like a shared community space. Parents drop in, neighbours become familiar with the centre, and children begin to see it as a place that belongs to them.

When thinking about a space, it may be useful to reflect on a few questions:

• Can children reach the centre safely and easily?
• Does the space allow children to move around, play, and work together comfortably?
• Is there enough room for different kinds of activities?
• Does the space feel welcoming and inviting?
• Can it be adapted depending on what children want to do on a particular day?
• Is it a place where children would choose to spend time?

Safety is important, but safety is not only about physical protection. Children learn best when they feel comfortable expressing themselves, trying something new, making mistakes, and asking questions. A learning space that feels warm, welcoming, and non-judgemental creates these possibilities.

In our experience, the most vibrant centres are not necessarily those with the best infrastructure. They are the ones where children feel a sense of ownership. Over time, children's artwork, books, games, creations, and conversations slowly transform a room into a living learning space. The centre begins to reflect the children and community that inhabit it.

Community Walks

Before finalizing a space, it can be helpful to spend time in the community and simply observe.

Some questions that may guide these conversations and observations are :

• Where do children naturally gather and play?
• Which spaces already feel welcoming and accessible to children?
• What do parents and community members think would be a suitable space for children?
• Are there spaces that remain unused during certain times of the day?
• What concerns or aspirations do community members have for children's learning?

Often, conversations with children, parents, and community members reveal possibilities that may not be immediately visible.

Space Design

As the centre evolves, the space can evolve too. The physical environment can communicate that children are welcome, trusted, and capable of shaping the space around them.

Some centres have found it useful to think about:

• Creating flexible arrangements that can easily change for games, reading, discussions, art, or group activities.
• Displaying children's artwork, creations, photographs, and ideas so that the space reflects the learners who use it.
• Arranging seating in ways that encourage conversation and collaboration rather than directing attention towards a single person.
• Keeping materials visible and accessible so that children can make choices about what they want to explore.
• Leaving room for children to contribute to and shape the environment over time.

The most meaningful learning spaces are often not those that are carefully designed from the beginning, but those that gradually grow and change with the children and community who use them.