UNDERSTANDING THE CHILD IN THE CONTEXT OF CRC AND CHILD PROTECTION

Defining the Child:

The Convention of the Rights of the child
states that a child is a person under 18, unless national laws recognize the age of majority earlier. This is a definition which cuts through all social systems as well as religious views. What is significant here is that-its no longer possible to defend violations against childrens rights on the ground that it is the custom within that particular culture. In the Philippines, our laws define the child as a person who is below 18 years old.

I.

Stages of Psychosocial Development

(Erik Erikson)

53221Eriksons Stages

Developmental Characteristics Period

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.

Trust vs Mistrust

Infancy (first year)

Autonomy vs Shame 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 likely to develop a sense of shame and doubt.

Eriksons Stages Developmental Period Characteristics

As preschool children encounter a widening social world, they are challenged more and need to develop more purposeful behavior To cope with these challenges. Children are now asked to assume more responsibility. Uncomfortable Guilt feelings may arise, though, If the children are irresponsible and Are made to feel too anxious. At no time are children more enthusiastic that at the end of early childhoods period of expansive imagination. As a children move into the elementary school years, they direct their energy toward mastering knowledge and intellectual skills. The danger at this stage involves feeling Incompetent and unproductive.

Intiative vs guilt

Early childhood (preschool years, Ages 3-5)

Industry vs inferiority

Middle and late childhood (elementary school years, 6 yearsPuberty)

Eriksons Stages Developmental Period

Characteristics
Individuals are faced, with finding out who they are, what they are all about, and where they are going in life. An important dimension is the exploration of alternatives solution to roles. Career exploration is important.

Identity vs identity confusion

Adolescence (10 to 20 years)

Intimacy vs isolation

Early adulthood (20s, 30s)

Individuals face the developmental task of forming intimate relationships with others. Erikson describes intimacy as finding oneself yet losing oneself in another person.

Eriksons Stages Developmental Period

Characteristics

Generativity vs stagnation

Middle adulthood (40s, 50s)

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

Integrity vs despair

Late adulthood (60s-)

Individuals look back and Evaluate what they have Done with their lives.

II. The Rights of Every Child

The Rights of Every Child

To be born, to
have a name and nationality

To

have a family who will love and care for me

The Rights of Every Child

To live in a
peaceful community and a wholesome environment.

To have adequate food and a healthy and active body.

The Rights of Every Child

To obtain a good
education and develop my potential.

To be given opportunities for play and leisure.

The Rights of Every Child

To be protected

against abuse, exploitation, neglect, violence and danger.

To

be defended and given assistance by the government.

The Rights of Every Child

To be able to

express my own views.

RIGHTS OF THE CHILD

To be born, to have a name and nationality
To

have a family that will love and care for me

To live in a peaceful community and a wholesome environment.

To have adequate food and a healthy body

To obtain a good education and develop my potential.

To be given opportunities for play and leisure. danger.

To be protected against abuse, exploitation, neglect, violence and

To

be defended and given

assistance by the government.

To be able to express my own views.

Strategies for Improving Lives of Children

1. Nurturing the Infants Socioemotional Development

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 infants temperament

 Adapt to the developmental changes in the infant. Be physically and mentally healthy.

Read a good book on infant development.

Personal Characteristics of Competent Caregivers

Competent caregivers are physically
healthy. Competent caregivers are mentally healthy. Competence caregivers have a positive self-image. Competent caregivers are flexible.

 Competent caregivers are patient. Competent caregivers are positive models

for infants. Competent caregivers are open to learning. Competent caregivers enjoy caregiving.

2. Improving Young Childrens Socio-Emotional Development in Early Childhood

Be an authoritative parent.

Adapt to the childs developmental changes.

Communicate effectively with children in divorced family

 Provide the child the opportunities for play. Monitor the childs TV viewing.

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

3. Strategies for Supporting Childrens Socioemotional Development

Adapt to developmental changes in children.

Improve childrens peer and friendship skills.

 Create schools that support the childs socioemotional development. Improve childrens self-esteem.
Nurture childrens moral development. Improve the childs emotional intelligence.

4. Strategies for Supporting Adolescents Socioemotional 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.