Provide Help for Children and Teenagers in Mexico

The Club de Niños y Niñas de Nuevo León (CNYNL) is dedicated to fostering the comprehensive development of children and youth at risk of homelessness, reinforcing their well-being through the promotion of skills, values, and attitudes. The main objective is to mitigate the risks of homelessness and school dropout by providing opportunities for academic, sports, and artistic engagement, while simultaneously training agents of social transformation. This mission aligns with Article 3 of the Mexican Constitution, advocating for an education grounded in human rights, equality, a culture of peace, and essential values such as honesty and justice.

Mental health is recognized as a critical factor for community well-being, and in this context, CNYNL developed the Protocol for Action in Psychosocial Assessment and Care. This protocol is designed to support the early detection, intervention, and follow-up of cases, significantly bolstering efforts to prevent violence and ensure the protection of vulnerable children and adolescents. Furthermore, it has strengthened collaboration with various institutions, promoting a holistic, human rights-based approach to risk situations and ensuring timely and effective responses.

CNYNL is also committed to promoting gender equality, inclusion, and non-discrimination, in accordance with the General Education Law of Mexico. The club views education as a key driver of social transformation, continually monitoring and evaluating its programs to ensure their effectiveness. The Protocol for Psychosocial Action is a vital tool in this effort, facilitating the identification and support of at-risk children and adolescents through a coordinated, human rights-focused approach.

The action protocol is centered around psychosocial assessment and care with a child-focused perspective. It outlines a strategic course of action for the prevention, detection, reporting, intervention, and follow-up of risk situations and cases of violence, all aimed at promoting the mental well-being of CNYNL members. The protocol adheres to the guidelines of the club's Care Model and is grounded in the principles of the Declaration of the Rights of the Child, including 1.- Equality, without distinction of race, religion, or nationality. 2.- Special protection to grow physically, mentally, and socially healthy and free. 3.- Adequate food and care. 4.- Access to fun and play. 5.- Understanding and love from families and society. 6.- Priority attention and help in case of danger. 7.- Access to education that promotes solidarity, friendship, and justice.

 Key results from the previous operational cycle include:

• Academic Success: 77% of participants showed significant improvements in reading, writing, and mathematics.
• Socio-emotional Development: 98% of participants recognized their emotions and developed social skills.
• Mental Well-being: 80% experienced a reduction in stress and anxiety symptoms.
• Future Projection: 85% expressed a desire to continue their studies at a technical or professional level.
• Educational Support: 151 students participated in tutoring for the UANL entrance exam, achieving an approval rate of 89%.
• Food Support: 19,200 snacks and 52,800 meals were provided across our San Pedro and Escobedo sites.

These outcomes demonstrate the positive impact of investments in the children of Nuevo León. Continued support is essential for ensuring the sustainability and expansion of these programs, ultimately helping more children and adolescents achieve their full potential.

Links:

• https://www.cnynl.org/

During the period from June to September, 221 diagnostic evaluations were administered, of which 60% corresponded to male participants and 40% to female participants. Initial scores ranged between 2 and 3 points, reflecting a basic level of knowledge before starting the course.

The diagnostic evaluation is a key tool implemented at the start of the program to assess the prior knowledge and skills of children and adolescents (NNA) in robotics and technology. This evaluation was carried out with new participants in the project before beginning the teaching modules and practical activities.

General Summary of the Results:

The program had a total participation of 221 children and adolescents. The results showed good overall performance in practical activities, especially in the use of technological tools like Thinkercad and basic Arduino programming. However, greater challenges were identified in theoretical activities, such as understanding algorithms and creating flowcharts. Below is a detailed analysis by activity.

Detailed Analysis of the Evaluations by Activity:

1. Use of Thinkercad:
   In this activity, participants designed electronic circuits using the Thinkercad platform. Most scored between 3 and 5 points out of 5, reflecting a quick adaptation to the platform and the ability to apply basic electronic design concepts. The average score was 4.2, indicating a high level of success in this activity.
2. Turning on a LED with Arduino:
   This practical activity involved turning on a LED using an Arduino board. Results were consistently good, with scores ranging between 3 and 5 points. The average score was 4.3, demonstrating a solid understanding of basic programming principles and the use of electronic components.
3. Advanced LED Practice with Arduino:
   In this task, students performed a more advanced exercise with LEDs. Approximately 85% of participants scored above 3 points, with a general average of 4.1 out of 5, suggesting that they not only acquired practical skills but also successfully applied previous knowledge.
4. Diagnostic Evaluation:
   At the beginning of the program, participants were assessed to determine their initial knowledge of robotics. The results showed that more than 70% had low levels of familiarity with fundamental concepts, which allowed instructors to adjust the course content to better meet the group's needs.
5. Introduction to Robotics, Flowcharts, and Algorithms:
   In this part of the program, participants explored key theoretical aspects of robotics, flowcharts, and algorithm development. However, scores in these areas were notably lower, with an average of 2.5 out of 5, suggesting that abstract concepts posed a greater challenge compared to practical activities.
6. Prototype Assembly and Modular Evaluation:
   During this activity, participants applied their acquired knowledge to assemble robotic prototypes. About 60% of participants successfully completed a functional prototype, with an average score of 3.8 out of 5. This result indicates that students were able to integrate the skills learned in previous sessions to build and evaluate their own prototypes.

Conclusion:
The robotics program has been effective in equipping participants with key technological skills, particularly in the use of tools such as Thinkercad and Arduino. Practical activities yielded the best results, while theoretical areas highlight the need for further pedagogical reinforcement. In future editions, additional support will be provided for the understanding of abstract concepts, such as algorithms and flowcharts, to balance the development of both theoretical and practical competencies.