Quality Control checklist

In Nepali
Ver1.2, Updated:Feb 23 2025

This document describes checks all team members should look for in every child Session. FunMakers means any FunPlayLearn person - team member, intern, leader


Prep Session


    Logistics

  • Has everyone read the Latest version of the QC checklist?
  • Does the team know the child counts and locations where the sessions will run?
  • Are the materials for the games ready and organised for distribution?
  • Were new funmakers welcomed and made to feel comfortable?

    • Training

  • Did the leader have the least experienced people run a mock session? Were the team members thinking about where they would joke, what surprise and mystery there would be?
  • Did every funmaker play the game once in the prep session?
  • Were good challenges, questions for the game are discussed between the team?
  • What questions were expected from the kids and questions expected from kids discussed?
  • Was a model of a game prepared during the prep session?

During Session


    Critical

  • Is the output of the children identical? BAD
  • Session being run by just one person - NOT ALLOWED - this session cannot be counted in the CPC metrics
  • Were ALL FunMaker/child interactions with the FunMaker talking from eye level with the child? (Only exception allowed is the FunMaker who introduces or closes the session) Was a dai/didi atmosphere created?
  • Is focus on kids making something WORK? For example, while making a cart, We want the kids to make a car that MOVES/TURNS even if it looks funky rather than a neat-looking car that doesn't.
  • During intro story, were the other FunMakers identifying which kids needed attention? Were they moving to distracted kids to direct their attention to the story teller? Was the from interaction child eye-level?

    • Engagement

  • Were the kids happy and smiling in the session? (Photos, videos)
  • How many kids were disengaged, bored, and left the session? (Photos, videos)
  • How many minutes were kids blocked waiting for FunMaker input
  • Were the kids working cooperatively in groups?
  • Did new FunMakers need but not get guidance from someone experienced>
  • How much time were FunMakers not actively engaged with kids - walking around, talking to principals etc is NOT time engaged with kids?
  • What was the level of teacher engagement?
    • Not in class
    • In class but not involved
    • In class but trying to discipline the children
    • In class trying to actively engage in the sessions as if a funmaker

    Timing/Session flow

  • Did the ACTUAL games start within 5-7 minutes (GOOD) including organizing children? More than 15m to start is BAD
  • Did the session start with a zing game?
  • Did at least half the children get at least 15m to PLAY with the toy they built and do extra challenges

    • Questions/Curiosity

  • Were the kids asking questions? Were those "good" questions?
  • Were the questions asked by kids different from one another?

    • General

  • Was a working model demonstrated to the kids? (for games that involve functionality like carts, planes, etc.)
  • Did a funmaker present the story, challenges to the game?
  • Were the games tutorial-based where kids are told what to do in step-by-step order? BAD
  • Was there any free play during session? BAD

Mid Session/End Session

  • Was there feedback about the game and session taken and given between the team?
  • Was there an effective conversation handled to fix problems seen in the first session?

Tips and Tricks for a Good Session

  • Start with a story, ideally with the use of props. (If the story involves the character falling off a cliff, then use the prop to replicate falling off a cliff.)
  • To start with the games faster, try to form teams during the story narration.
    • (This works well if the kids are listening well. If they are already not listening, this might cause even more chaos, so doing a zing game to grab their attention would be a better approach.)
  • If the kids are already attentive and ordered, you can directly start with the story so the kids can play the games sooner.
  • Try to use the prop to direct the kids in the right direction. (For example: If the kid makes a bridge and it has holes in it, take the prop and simulate it walking across the bridge and falling into the hole. This will make the kid realize the flaw in his/her design without you giving instructions.)
  • While asking questions, ask questions that lead to action and experimentation. This means avoiding most yes/no questions and questions that have an immediate answer.
  • If you are having trouble keeping the class in control, always reach out to the teacher if they are not already present.
  • If the kids are struggling to make a working model of things, you can help them complete it with some instructions. But if this is done, be sure to encourage experimentation after he/she has a chance to play with the toy.
  • To give hints without direct instructions, you can make partially completed models. (For example: With a cart, you can make a cart with only two functioning wheels which you can show to kids struggling to make the wheel rotate without revealing the propulsion mechanism.)
  • You can add challenges to games in mostly two ways:
    • For structure-related games: You can prompt them to make a functional structure such that if the structure was scaled up to be big, it could be used in reality. (Example: If a bridge is made without railing, you can ask them, "What if someone slips and falls into the river?" If a house is made without a roof, you can ask them, "What if it rains?")
    • For movement-based games (like carts and flight games): You can ask them to change the attributes of the motion. (For example: Ask, "How to make it go faster? How to make it go in circles? How to make it go through rough surfaces?")