CIVIC AND SOCIAL SERVICES

INTERNSHIP REPORT
On

Empowering Underprivileged Children Through Compassion and Action

Submitted by
Janvi Jadeja
Roll No: 24BEE104

Under the Guidance of

Dr. Vipin Shukla
Assistant Professor, PDEU

&

Mr. Mehul Vadhavana

Founder, Rainbow Force Foundation

Submitted to
Electrical Engineering Department
School of Technology, PDEU

June 2025
A Civic and Social Service Internship Report

School of Technology

Pandit Deendayal Energy University

Rainbow Force Foundation

By
Name: Janvi Jadeja
Roll no: 24 BEE104
Branch: Electrical Engineering
 INDEX
1. Cover Page
2. Index
3. Acknowledgment
4. Executive Summary
5. Introduction
6. Chapter 1: Entering the field and building trust
7. Chapter 2: Deepening Engagement and Creating Impact
8. Conclusion
9. Bibliography
 Acknowledgment
I would like to take this opportunity to express my heartfelt gratitude to Dr. Vipin Shukla,
Assistant Professor at PDEU, for his constant guidance, encouragement, and support throughout
this internship. His mentorship helped me transform my raw field experiences into a structured
learning journey.

My sincere thanks also go to Mr. Mehul Vadhavana, Founder of Rainbow Force Foundation,
whose vision and commitment to the education of underprivileged children inspired me every
day of this internship. His humility and dedication were reminders of how deeply one individual
can influence society.

Lastly, I want to thank the children I worked with. Their innocent smiles, curiosity, and
resilience taught me lessons no classroom ever could. This report is dedicated to them.
 Executive Summary
This report documents my 14-day Civic and Social Services Internship with Rainbow Force
Foundation, an NGO based in Ahmedabad that works with children from marginalized and
migrant laborer families.

The internship was not a conventional teaching assignment. Instead, it was an immersion into the
lives of children who live without the privileges of structured classrooms. My role revolved
around teaching them basic literacy, numeracy, and creative expression through stories, rhymes,
and interactive games.

The journey has been divided into two chapters:

 Chapter 1: Entering the Field & Building Trust – narrates my first encounters,
observations, and early teaching experiences.
 Chapter 2: Deepening Engagement & Creating Impact – captures the transformation
in both the children and myself during the later phase of the internship.

The report also outlines key learnings, reflections, and recommendations for sustaining such
initiatives in the future.

In essence, this internship showed me that education is not just about books or syllabi—it is
about building confidence, sparking imagination, and giving hope where it is often missing
 .

Introduction
Education is often described as the key to progress, yet millions of children in India grow up
without it. My internship at Rainbow Force Foundation opened a window into this reality.

The NGO primarily serves children of construction workers and migrant families who are
constantly on the move. With no permanent homes or proper documents, these children rarely
make it into formal schools. Rainbow Force Foundation steps into this gap by setting
up temporary learning spaces in construction zones and slum areas, ensuring children get at
least a taste of education.

For me, this internship was not just about teaching. It was about understanding the struggles of
childhood in poverty, building connections with young learners, and finding ways to keep their
spark of curiosity alive.
 Chapter 1: Entering the Field & Building
Trust
First Impressions

My first day on the site was humbling. There was no classroom with desks or whiteboards—only
mats spread across uneven ground, a blackboard propped against a wall, and a group of curious
faces staring at me. Some children held slates, some carried tattered notebooks, and a few simply
sat waiting.

The absence of structure was striking, but what truly stood out was the energy of the children.
They were restless, shy, playful, and yet eager to learn.

Observing Before Teaching

Instead of rushing into lessons, I spent time just observing. Who liked sitting at the front? Who
hesitated to speak? Which children seemed already familiar with letters? These small
observations later shaped how I approached teaching.

One little girl kept glancing at me and quickly looking away whenever I smiled. Another boy
proudly shouted “A for Apple” without being asked. These moments reminded me that every
child carries a different starting point.

First Lessons: Alphabets & Numbers

As the days progressed, I slowly introduced alphabets and numbers. I used flashcards, wrote on
the board, and encouraged repetition. At first, many were hesitant to speak, but soon the group
started chanting together—“A for Apple, B for Ball…”

Teaching numbers in both English and Gujarati proved particularly effective. Children drew
stars, circles, or fruits alongside the numbers on their slates, which made learning playful instead
of mechanical.

Rhymes, Songs, and Laughter

 One of the biggest breakthroughs came when I introduced rhymes. We sang “Twinkle Twinkle
Little Star” and a Hindi rhyme together. The words weren’t perfect, the claps were out of
rhythm, but the joy was unmistakable. The shyest child in the group eventually joined in, and
that moment of collective laughter felt more powerful than any written test.

Storytelling as a Tool

Storytelling became another bridge. I narrated The Thirsty Crow with actions and sounds, and the
children were hooked. They mimicked the crow’s “caw caw,” laughed, and even answered my
questions about the moral of the story. It showed me that stories are not just entertainment—they
are a way of making values and imagination come alive.

Building Comfort and Trust

As I spent more time with them, the children started looking forward to the sessions. Some ran to
greet me, others proudly showed what they had written. Slowly, the barrier of unfamiliarity
broke down, and trust took its place. This first phase taught me that education in such contexts
is not about perfection. It is about patience, adaptation, and creating an environment where
children feel seen and value
.
 Chapter 2: Deepening Engagement &
Creating Impact
Interactive Learning

Once the children became comfortable, I expanded activities beyond alphabets and numbers. We
learned names of fruits through flashcards, identified colors, and even acted out favorite fruits.
This simple activity filled the session with laughter and gave the children confidence to speak
out loud.

Games & Group Activities

Games turned out to be more than just play—they became learning tools. We played passing-the-
ball games where the child holding the ball had to sing, dance, or tell a joke. At first they
hesitated, but soon the group encouraged each other. Their growing confidence was visible in
their performances, however small.

Peer-to-Peer Learning

One of the most powerful moments came when I asked an older child to help a younger one
write letters. The sense of pride on the older child’s face and the comfort it gave the younger one
showed me that children can be each other’s best teachers.

Discussions on Food and Health

In one session, we talked about food. I drew pictures of vegetables and fruits, and asked what
they usually ate. Most shouted “chips!” and “biscuits.” I explained the importance of roti, dal,
milk, and fruits in simple words. Though they laughed and joked about it, I believe the idea of
healthy food planted a seed in their minds.

Small Acts, Big Impact

Towards the end of the internship, we distributed food and juice packets. The children’s
reactions were priceless—eyes sparkling, smiles wide, and laughter filling the air. It wasn’t about
the food itself—it was about the sense of being cared for.
 Closing Moments

On the final day, we revised all that we had learned—alphabets, numbers, rhymes. Children who
once sat silently were now raising their hands, speaking out, and even correcting each other. It
was a small but powerful transformation.

When it was time to leave, I felt both happiness and heaviness. Happiness for the progress I
witnessed, and heaviness because I knew their journey ahead would still be full of challenges.

This phase taught me that teaching is not just about subjects—it is about nurturing
confidence, creating joy, and leaving behind hope.

Major Learnings
1. Education Needs Very Little to Begin – Even with minimal resources, learning can
flourish if curiosity is nurtured.
2. Patience and Adaptability Matter Most – Children learn at their own pace; a teacher
must adapt.
3. Play is Learning – Games, songs, and stories often teach more effectively than formal
lessons.
4. Empathy Over Expertise – What children remember most is how you made them feel—
encouraged, valued, and capable.
 Conclusion
This internship was more than an academic requirement. It was a journey of discovery—for the
children and for myself. I entered the field as a “teacher” but left as a learner of life lessons.

Every small moment—a child proudly saying a word, singing a rhyme, or sharing a smile—
became a reminder of the transformative power of compassion and consistency.

Though the internship lasted only two weeks, the memories and lessons will stay with me far
longer. It reinforced my belief that education, however small in scale, has the power to light up
lives.

Scope of Future Work

 Learning Kits – Simple kits with notebooks, pencils, and charts for children to use even
outside sessions.
 Parent Awareness – Engaging parents in short discussions to emphasize the value of
education.
 More Volunteers – Involving college students regularly so that sessions continue with
consistency.
 Play-Based Materials – Using colorful charts, storybooks, and games to make learning
more interactive.

References
1. Rainbow Force Foundation, Ahmedabad – Field observations (June 2025)
2. Discussions with NGO mentors and volunteers
3. Personal reflections recorded during internship