Yusuf’s childhood actually began with great difficulties. At the very start of his education life, he first encountered the pandemic; classrooms fell silent, games were left unfinished. Although life began to return to normal afterwards, he was shaken once again, this time by the major earthquake centered in Kahramanmaraş.
These two hardships, which Yusuf experienced only a few years apart during the very early stages of his educational journey, left both emotional and developmental marks in his world.
In the midst of this difficult period, Yusuf continued to hold on to life with his mother, Nezahat Hanım, and his twin brother, İbrahim. While his brother İbrahim expressed his dreams more openly, Yusuf gradually withdrew into himself. He struggled to concentrate and to connect with others; often refraining from expressing his feelings. During his pre-school years, his teacher noticed that Yusuf was unable to focus his attention for a long time, a pattern also observed by his elementary school teachers in the years that followed. But this was not the end; Yusuf’s story was just beginning.
From Silent Steps to Hope Blossoming Through Play
The Growing Up with Play Project, implemented by Muzaffer Akpınar Foundation (MAV) and the Association for Social Development and Aid Mobilization (ASAM) to enable children to grow with education, trust, and hope through play, would not only constitute a space to play, but would also become a significant turning point in Yusuf’s life.
When Nezahat Hanım’s relatives living in the ISO Container City heard that psychologists were also a part of the project in supporting children, they asked her to meet with them. For Nezahat Hanım, this project opened a new door for her children, especially for Yusuf.
From the very first day, Nezahat Hanım, İbrahim, and Yusuf began spending time with the project staff and other children in a safe, enjoyable, and nurturing environment. Surrounded by colorful toys, books, and activities, Yusuf first spent a long time quietly observing his surroundings. Although he approached new sounds, faces, and games with caution, there was one corner that caught his attention: a small table with a few crayons and a piece of paper on top. It was there that he drew his first mark and began making new friends. That first tentative step gradually gave way to secure bonds and strong relationships built through play.
Yusuf took part in cognitive skills activities organized by the project’s psychologists and continued his progress with both group sessions and individual support. During conversations, he often said, “I wish I had discovered this project sooner.” Through such support, Yusuf’s introverted nature began to give way to excitement and a sense of confidence.
Should I Keep Going?
In a short time, those at school and his social circle started noticing the change in Yusuf. He was no longer as shy as he used to be, and showed more interest in his classes. Yusuf, who used to quietly mutter when he got low grades, now when asked, “How are your classes going?”, proudly shares his high grades more loudly.
“Turkish 85, Selective Reading 88, Music 90… Social Sciences, Physical Education…
Should I keep going?”
This was not just an expression of achievement; it was the heartfelt voice of a child saying, “I’m here, see me, I’ve succeeded, and I’m proud of it!”
His attention span increased and he became better at focusing in class. He enjoys reading books and has become more self-confident with every turning page. As his confidence grew, so did his ability to express himself. Today, Yusuf is not just playing games, he’s also rebuilding his dreams on stronger foundations. He’s not only raising his voice, but also his belief in himself. And that belief is reflected in the words a child speaks with wholehearted enthusiasm:
Now everything’s much easier, that’s why everything is so wonderful!