UNDERSTANDING THE CHILD IN THE UNDERSTANDING THE CHILD IN THE CONTEXT OF CRC AND CHILD CONTEXT OF CRC AND CHILD

PROTECTIONPROTECTION

Defining the Child:Defining the Child:• The Convention of the Rights of the child The Convention of the Rights of the child

states that a child is a person under 18, states that a child is a person under 18, unless national laws recognize the age of unless national laws recognize the age of majority earlier.majority earlier.

• This is a definition which cuts through all This is a definition which cuts through all social systems as well as religious views.social systems as well as religious views.

• What is significant here is that-it’s no What is significant here is that-it’s no longer possible to defend violations longer possible to defend violations against children’s rights on the ground against children’s rights on the ground that it is the custom within that particular that it is the custom within that particular culture.culture.

• In the Philippines, our laws define the child In the Philippines, our laws define the child as a person who is below 18 years old.as a person who is below 18 years old.

I.I. Stages of Psychosocial Stages of Psychosocial DevelopmentDevelopment

(Erik Erikson)(Erik Erikson)

53221Erikson’s Stages53221Erikson’s Stages Developmental Developmental Characteristics Characteristics Period Period

Trust vs Mistrust

A sense of trust requires a feeling of physical comfort and a minimal amount of fear about the future. Infants’ basic needs are met by responsive, sensitive caregivers.

Autonomy vsShame and doubt

Infancy(second year)

After gaining trust in their caregivers,infants start to discover that they have a will of their own. They assert their sense of autonomy, or independence. They realize their will. If infants are restrained too much or punished too harshly, they are likelyto develop a sense of shame and doubt.

Infancy(first year)

As preschool children encounter a widening social world, they are challenged more and need todevelop more purposeful behaviorTo cope with these challenges. Children are now asked to assumemore responsibility. UncomfortableGuilt feelings may arise, though,If the children are irresponsible andAre made to feel too anxious.

Early childhood(preschool years,Ages 3-5)

Intiative vs guilt

Industry vsinferiority

Middle and late childhood(elementaryschool years,6 years-Puberty)

At no time are children more enthu-siastic that at the end of earlychildhood’s period of expansiveimagination. As a children move intothe elementary school years, theydirect their energy toward masteringknowledge and intellectual skills. Thedanger at this stage involves feelingIncompetent and unproductive.

Erikson’s Stages Developmental Period Erikson’s Stages Developmental Period Characteristics Characteristics

Identity vsidentityconfusion

Adolescence(10 to 20 years)

Individuals are faced, with finding out who they are, what they areall about, and where they are goingin life. An important dimension isthe exploration of alternativessolution to roles. Career explorationis important.

Individuals face the developmentaltask of forming intimate relationshipswith others. Erikson describes intimacy as finding oneself yet losingoneself in another person.

Intimacy vsisolation

Early adulthood(20s, 30s)

Erikson’s Stages Developmental PeriodErikson’s Stages Developmental Period Characteristics Characteristics

Generativity vsstagnation

Middle adulthood (40s, 50s)

A chief concern is to assist theyounger generation in developing and leading useful lives.

Integrity vsdespair

Late adulthood (60s-)

Individuals look back and Evaluate what they haveDone with their lives.

Erikson’s Stages Developmental PeriodErikson’s Stages Developmental Period Characteristics Characteristics

II. The Rights of Every ChildII. The Rights of Every Child

The Rights of Every ChildThe Rights of Every Child• To be born, to To be born, to

have a name have a name and nationalityand nationality

To have a family To have a family

who will love and who will love and

care for mecare for me

The Rights of Every ChildThe Rights of Every Child

• To live in a To live in a peaceful peaceful community and community and a wholesome a wholesome environment.environment.

To have adequateTo have adequate food and a healthy food and a healthy and active body.and active body.

The Rights of Every ChildThe Rights of Every Child

• To obtain a good To obtain a good education and education and develop my develop my potential.potential.

To be given To be given

opportunitiesopportunities

for play and leisure.for play and leisure.

The Rights of Every ChildThe Rights of Every Child

• To be protected To be protected against abuse, against abuse, exploitation, exploitation, neglect, neglect, violenceviolence and danger.and danger.

To be defended To be defended and given assistanceand given assistance by the government.by the government.

The Rights of Every ChildThe Rights of Every Child

• To be able to To be able to express my own express my own views.views.

RIGHTS OF THE CHILDRIGHTS OF THE CHILD•To be born, to have a name and nationalityTo be born, to have a name and nationality

To have a family that will love and care for meTo have a family that will love and care for me

To have adequate food and a healthy body To have adequate food and a healthy body

• To obtain a good education and develop my potential.To obtain a good education and develop my potential.

• To live in a peaceful community and a wholesome To live in a peaceful community and a wholesome environment.environment.

To be given opportunities for play and leisure.To be given opportunities for play and leisure.

• To be protected against abuse, exploitation, neglect, To be protected against abuse, exploitation, neglect,

violenceviolence and danger. and danger.To be defended and given To be defended and given assistanceassistance by the government. by the government.

• To be able to express my own views.To be able to express my own views.

Strategies for Improving Lives Strategies for Improving Lives of of ChildrenChildren

1. Nurturing the Infant’s 1. Nurturing the Infant’s Socioemotional DevelopmentSocioemotional Development• Develop a secure attachment with the infant.Develop a secure attachment with the infant.

• Be sure that both the mother and the father nurture the infant.

• Select competent day care.

• Understand and respect the infant’s temperament

• Adapt to the developmental changes in the infant.

• Be physically and mentally healthy.

• Read a good book on infant development.

Personal Characteristics of Personal Characteristics of Competent CaregiversCompetent Caregivers

• Competent caregivers are physically Competent caregivers are physically healthy.healthy.

• Competent caregivers are mentally Competent caregivers are mentally healthy.healthy.

• Competence caregivers have a Competence caregivers have a positive self-image.positive self-image.

• Competent caregivers are flexible.Competent caregivers are flexible.

• Competent caregivers are patient.Competent caregivers are patient.

• Competent caregivers are positive Competent caregivers are positive models for infants.models for infants.

• Competent caregivers are open to Competent caregivers are open to learning.learning.

• Competent caregivers enjoy caregiving.Competent caregivers enjoy caregiving.

2.2. Improving Young Children’s Improving Young Children’s Socio-Emotional Socio-Emotional Development in Early Development in Early ChildhoodChildhood

• Be an authoritative parent.

• Adapt to the child’s developmental changes.

• Communicate effectively with children in divorced family

• Provide the child the opportunities for play.

• Monitor the child’s TV viewing.

• Present positive moral models for the child and use emotional situations to promote moral development.

3.3. Strategies for Supporting Strategies for Supporting Children’s Children’s Socioemotional Socioemotional DevelopmentDevelopment

• Adapt to developmental changes in children.

• Improve children’s peer and friendship skills.

• Create schools that support the child’s socioemotional development.

• Improve children’s self-esteem.

• Nurture children’s moral development.

• Improve the child’s emotional intelligence.

4.4. Strategies for SupportingStrategies for SupportingAdolescents’ Adolescents’ SocioemotionalSocioemotional Development Development

• Understand the importance of autonomy and attachment.

• Keep parent-adolescent conflict from being turbulent, and use good communication skills with the adolescent.

• Recognize the importance of peers, youth organizations, and mentors.

• Help adolescents better understand the nature of differences, diversity, and value conflicts.

• Let adolescents explore their identity.