Identifying a Space

What kind of space do you need?

• Within the community: Ensure children can walk safely; the vision is ample space for play and learning.
• Safe & Flexible: Prioritize well-ventilated environments that allow freedom of movement. Spaces must be community-owned and welcoming so children feel they belong.
• Types of Space: Centers can be on terraces, in community halls, residences, or even open fields and playgrounds if no building is available.

A ViKa centre begins with a space, but not every available room becomes a learning space. The question is not simply where children can gather, but what kind of environment allows children to feel safe, curious, and free to explore.

Children come to the centre after school, often carrying the fatigue and structure of the school day with them. The learning centre must therefore feel different — open, relaxed, welcoming, and alive. A good space invites movement, conversation, creativity, and play. Children should feel they can sit on the floor, spread materials, build things, run games, or gather in circles without constant restriction.

The environment communicates expectations. A cramped or restrictive room silently tells children to sit quietly. An open and flexible space tells them they are free to think, move, and participate. Since ViKa values agency and joyful learning, the space must allow children to use their bodies, voices, and imagination.

The goal is not perfection but possibility — a place where learning can unfold naturally.

A ViKa centre works best when it is located inside the community it serves. Children should be able to walk safely to the centre without needing transport or adult accompaniment. When the centre is nearby, attendance becomes easier, especially for younger children and for families who may not have time or resources to send children far away.

A centre within the community also strengthens relationships. Parents, neighbours, and community members see the centre as part of their shared environment rather than an external intervention. Over time, the centre becomes a familiar gathering place, increasing trust and participation.

Proximity also ensures that children from all backgrounds within the community can attend, including those who might otherwise be excluded due to distance or safety concerns.

The vision is to create a space that belongs to the neighbourhood — a place where children naturally gather, learn, and play as part of everyday community life.

Safety goes beyond physical protection; it also includes emotional comfort and freedom. Children must feel secure enough to express themselves, try new activities, and interact without fear of constant correction or punishment.

A good learning space is well ventilated, well lit, and free from hazards. At the same time, it should not feel rigid or overly controlled. Furniture and materials should be movable so that children and facilitators can rearrange the space depending on the activity — storytelling circles, art work, games, or group discussions.

Flexibility is important because learning activities change daily. Some days children need space to move and play; other days they gather quietly for reading or conversations. A flexible environment adapts to children's needs rather than forcing children to adapt to the space.

Most importantly, the centre must feel welcoming. Children should feel that this is their place — not a classroom where they are guests, but a shared space where they belong. The choice of space shapes everything that happens afterward. A welcoming, accessible, and flexible environment encourages participation, builds ownership within the community, and allows learning to unfold naturally.

When children feel comfortable entering the space, when parents see it as safe, and when facilitators can adapt activities freely, the centre becomes sustainable. Over time, the space transforms from a physical location into a living community resource.

Community Walks

• Take casual strolls to observe daily life and identify potential locations like parks, fields, or schools.
• Introduce yourself to the community multiple times to explain the work and build trust.

Space Design

• Flexibility: Use a room that allows easy transitions to functional zones like libraries or stages.
• Belonging: Display pictures of kids and their exemplary work on walls to foster ownership.
• Interaction: Arrange seating (ideally in circles) so children can quickly form small groups.