The Microcosm of Children and

Adolescents

I. Human Rights

Human rights are commonly understood as rights which are

inherent to the human being. The concept of humanrights
acknowledges that every single human being is entitled to enjoy
his or her human rights without distinction torace, color, sex,
language, religion, political or other opinion, national or social
origin, property, birth or other status.Human rights are universal,
indivisible, interdependent and interrelated. They are fundamental
for development,democracy and security.

The Universal Declaration of Human Rights was adopted by

the United Nations in 1948. It outlines the rights ofall people.
The rights stated in the declaration can be grouped as:
a. Civil and political – rights that protect individual freedom
and participation in the decision-making processes ofthe
community and those that relate to freedom of thought, opinion
and religion (see Articles 2–21)
b. Economic, social and cultural – rights that achieve a
minimum standard of living (food, healthcare) and ensure ashare
in a country’s economic welfare (employment, education) (see
Articles 22–27).

II. Children’s Rights

Children’s rights are a set of entitlements for all children

enshrined in the United Nations Convention on the Rights
of theChild (UNCRC).The Convention, acknowledged in
law byalmost every country, obliges signatory states to
inform children and young people about their rights and
give them opportunities to exercise them.

A. Brief History of the Adoption of Children’s Rights

Childre
n’s rights, listed in the United Nations Conventionon the
Rights of the Child (UNCRC), are a set of
universalentitlements for every child and young person
below theage of 18.These entitlements apply to children
of everybackground and encompass what they need to
survive andhave opportunities to lead stable, rewarding
lives.
The
UNCRC itself is a legal document adopted by the
 United Nations in 1989. Based on a declaration of
children’s rights written by Save the Children’s
founder, Eglantyne Jebb, in 1923, it grants children

acomprehensive set of economic, social, cultural, civil

and political rights.

The Convention is legally binding and obliges

governments to respect, protect and fulfill
children’s rights through their legislation and
policies.

 The rights enshrined in the UNCRC fall into four categories:

 Right to survive
 Right to be safe
 Right to belong
 Right to develop
All rights are considered to be equal in importance and
to reinforce each other.
Since 1989, the UNCRC has been ratified by 192 of
194 UN member states. The two exceptions are the
United
States and Somalia, both of which have signed but not
ratified the Convention. The UK ratified the
Convention in December 1991 – this means the UK
government has incorporated the UNCRC into its
national legal framework. Forty of the Convention’s
54 articles outline the rights that children should have;
the remaining 14 refer to the responsibilities that
governments have to ensure these rights are
implemented. It is the overall responsibility of a state
government to ensure that the rights of children are
met and respected, but local authorities, parents and
children themselves can play a part in making sure this
happens.

[Adopted from: Children’s rights: A teacher’s guide

(2006) by Save the Children UK accessed in
http://www.savethechildren.org.uk/sites/default/files/d
ocs/childrensrights_teachersguide_1.pdf]

See:
http://www.unicef.org.au/downloads/Education/Photo-
stories/What-are-rights.aspx for
illustrated story about children’s rights.
There are four general principles that underpin all
children’s rights:
1. Non-discrimination means that all children have
the same right to develop their potential in all
situations and at all times. For example, every child
should have equal access to education regardless of the
child’s gender, race, ethnicity, nationality, religion,
disability, parentage, sexual orientation or other status.

2. The best interests of the child must be "a

primary consideration" in all actions and decisions
concerning a child, and must be used to resolve
conflicts between different rights. For example, when
making national budgetary decisions affecting
children, governments must consider how cuts will
impact on the best interests of the child.
3. The right to survival and development
underscores the vital importance of ensuring access to
basic services and to equality of opportunity for
children to achieve their full development. For
example, a child with a disability should have effective
access to education and health care to achieve their full
potential.

4. The views of the child mean that the voice of the

child must be heard and respected in all matters
concerning his or her rights. For example, those in
power should consult with children before making
decisions that will affect them.

B. Goals in Teaching Children with their Rights

The goals of teaching children about their rights are
stipulated in the Article 29 of the UN Convention on
the Rights of the Child. [See the rights of children as
stipulated in UNCRC in
http://www.unicef.org/crc/files/Rights_overview.pdf].

The best way to empower the children and protect

them is to teach them about their rights. These rights
are to be upheld and respected by all. Equally
important to teaching their rights, children should also
be educated about the limitations of these rights and
their corresponding responsibilities. The following are
 a few reasons why teaching children about their rights
is important:
1. Develops intercultural understanding
 Teaching students about the world and other
cultures increases social and cultural
awareness, breaks down stereotypes, enables a
broader view of the world and strengthens
children’s identity. Global education prepares
young people to understand and interact
within a culturally diverse and globally
interconnected world.
2. Builds social skills
 Education about social justice and human
rights allows students to understand the
importance of treating people equitably and
the responsibilities we all have to protect the
rights of others. Learning about child rights
supports listening skills, respect, empathy and
anti-bullying behaviors.
3. Develops ethical understanding
 Technologies bring local and distant
communities into classrooms, exposing
students to knowledge and global concerns as
never before. Complex issues require
responses that take account of ethical
considerations such as human rights and
responsibilities and global justice. Ethical
understanding assists students to become
confident and creative individuals and active
and informed citizens.
4. Motivates student learning
 Connecting classroom knowledge with
situations outside the classroom creates
personal meaning and significance. Teaching
child rights leads to lifelong learning which is
significant to each child’s life, motivating
deeper knowledge and understanding.

5. Creates a safer school

 Teaching children about their rights can

reduce exclusion and bullying, improve
teacher-pupil relationships and make more
mature, responsible students. It positively
affects the relationships, teaching approaches
 attitudes and behavior of everyone at your
school. It provides children the opportunity to
model these rights and responsibilities within
their peer groups and wider community,
creating a rights-respecting ethos in your
school.

6. Children realize their rights

 By recognizing their own rights they become

aware of how they should be treated by others
and how to stand up for these rights. Children
gain an appreciation of rights that are met and
view their life from a global perspective

7. Empowers students to become active citizens

 Teaching children about universality of

children’s rights and the extent to which these
are denied builds a generation that is socially
responsible. Meeting all children’s rights in
our lifetime is a real possibility. It is critical
then to educate children as the future leaders
of our society. Students learn to take
responsibility for their actions, respect and
value diversity and see themselves as global
citizens who can contribute to a more
peaceful, just and sustainable world. By
teaching their rights, children learn to exercise
their rights responsibly as part of the duties of
citizenship.

[Adopted from: 8 Reasons To Teach Children about

Child by Bethany Robinson (2013) accessed in
http://www.unicef.org.au/Discover/unicef-australia-
blog/Feb-2013/8-Reasons-to-Teach-Children-about-
Child-Rights.aspx]

Examples of Teacher’s Resource Materials for teaching children

the concept of rights
http://www.unicef.org/rightsite/files/standupfinal.pdf
http://www.un.org/wcm/webdav/site/visitors/shared/documents/p
dfs/Pub_United%20Nations_ABC_human%20rights.pdf
http://global.wisc.edu/peace/readings/cambridge-civil-rights-for-
kids.pdf
http://www.phac-aspc.gc.ca/ncd-jne/guide-acti-eng.php
III. Filipino Children’s Rights

As one of the countries that signified and ratified

the UNCRC, the Philippine government in
compliance to the Convention has promulgated
and implemented laws and policies for the
protection of the rights of Filipino children. The
government also established different agencies
that are tasked primarily for the support and
protection of children. Various non-
governmental institutions and organizations
were also established to help in the protection
and welfare of Filipino children.

A. Rights of Filipino Children

The following is a list of the fundamental rights

of children based on the United Nations
Declaration on the Rights of the Child (Nov. 20,
1959). These rights are upheld and protected by
the Philippine government through the state laws
and issuances and programs from government
and non-government institutions.

Every Filipino child has the right:

 To be born, to have a name and a

nationality
 To be free, to have a family who will
take care of him/her
 To have a good education
 To develop your potentials
 To have enough food, shelter, a
healthy and active body
 To be given the opportunity for play
and leisure
 To be given protection against abuse,
danger and violence brought about
by war and conflict
 To live in a peaceful community
 To be defended and assisted by the
government
 To be able to express your own
views.
B. Laws and Issuances on Filipino Children
 EO 209 (Family Code of the Philippines)
 Republic Act 386 (The New Civil Code) P.D.
603 (The Child and Youth Welfare Code of
1974).
 Republic Act 9255 (An Act Allowing
Illegitimate Children to Use the Surname of
Their Father)
 Republic Act No. 10627 (Anti-Bullying Act of
2013)
 R.A. 6655 (Free Public Secondary Education
Act of 1988)
 R.A. 6972 (Barangay Day Care Law)
 R.A. 7277 (Magna Carta for Disabled Persons)
 R.A. 7323 (Summer and/or Christmas
Employment for Poor Students)
 R.A. 7610 (Special Protection of Children
Against Child Abuse, Exploitation and
Discrimination Act)
 R.A. 7624 (An Act Integrating Drug Prevention
and Control in School Curricula)
 R.A. 8044 (The Youth in Nation-Building Act
of 1995)
 R.A. 8504 (AIDS Prevention and Control Act of
1988)
 R.A. 8353 (The Anti-Rape Law of 1997)
 R.A. 8980 (Early Childhood Care and
Development Law)
 Republic Act 9208 ( Anti-Trafficking in Persons
Act of 2003)
 R.A. 9262 (Anti-Violence Against Women and
Their Children Act of 2004)
 R.A. 9344 (Juvenile Justice and Welfare Act of
2006)
 Executive Order No. 56 (Authorizing the
Ministry of Social Services and Development to
Take Protective Custody of Child Prostitutes
and Sexually Exploited Children and for Other
Purposes)
 Proclamation No. 731 (Declaring the 2nd Week
of February of Every Year as "National
Awareness Week for the Prevention of Child
Sexual Abuse and Exploitation)
 Proclamation No. 267 (Declaring October as
National Children's Month)
Other laws for the protection of Children’s Rights
are availablein

http://www.cwc.gov.ph/index.php/dls/category/6-
laws-children

C.Government and Non-government

Agencies/Institutions

The following are some of government and non-

government agencies and institutions that
promote and uphold children’s rights and
welfare.

1. Council for the

Welfare of Children (CWC)
 The Council for the Welfare of Children
is the focal inter-agency body of the
Philippine Government for children.
 It is mandated to coordinate the
implementation and enforcement of all
laws; formulate, monitor and evaluate
policies, programs and measures for
children.

2. Department of Social Works and

Development (DSWD)
 It is mandated to develop, implement
and coordinate social protection and
poverty reduction solutions for and with
the poor, vulnerable and disadvantaged.
  It serves as a refuge for children who
were abused, maltreated, abandoned and
neglected. It also ensures the effective
implementation of the
PantawidPamilyang Pilipino Program
(4Ps).

3. Department of Education (DepEd)

 Implement programs and policies which
protect and advance the welfare and
rights of children.
 Includes in the curricula of the teaching
and practice of children’s rights and
responsibilities.
 Examples of policies/programs:

Child Protection Policy (CPP). This policy

ensures that children are protected from all
forms of violence that may be inflicted by
adults, persons of authority, and fellow
students.Read the policy in
http://www.gov.ph/downloads/2012/05may/
Child-Protection-Policy.pdf-

Formulation of the Implementing Rules

and Regulations (IRR) of the Anti-
Bullying Act of 2013

4. BahayTuluyan
 It is a non-government organization that
provides a variety of programs andservices
aimed at preventing and responding to abuse
and exploitation of children in the
Philippines. It seeks to promote, fulfill, respect
and protect children’s rights.

5. Bantay Bata
  It is a child welfare program launched in 1997
to protect disadvantaged and at-riskchildren
through a nationwide network of social
services. It includes the rescue
andrehabilitation of sick and abused children,
training and advocacy on child
abuseprevention, rehabilitation of families in
crisis, educational scholarships, livelihood,
community outreach and medical and dental
missions.

6. UNICEF Philippines
 UNICEF is an agency of the United Nations
devoted to serving the world'schildren.
UNICEF began providing assistance to the
Philippines in November1948. Since then,
UNICEF and the Philippine government have
been partners in protecting Filipino children.

 UNICEF Philippines has more than 60 people

working to promote and protect the rights of
children. It aims to provide the best quality of
life for every Filipino child through programs
that help them survive and flourish. These
programs include education, health and
nutrition, disaster risk reduction and
emergencies, HIV and AIDS prevention, child
protection, communication, and local policy and
institutional development.

RESOURCES:

BOOKS/ JOURNAL ARTICLES

 Bergin, Christi Crosby and Bergin, David

Allen.2011. Child and Adolescent Development
.USA:Cengage Learning
 Bjorklund, David and Blasi, Carlos
Hernandez.2011. Child and Adolescent
Development: An Integrated Approach. USA
Cengage Learning
 Damon, William and Lerner, Richard M. 2008.
Child and Adolescent Development: An
Advance Course. New Jersey: Jon Wiley and Sons
 Lerner, Richard M. and Steinberg, Laurence. 2004.
Handbook of Adolescent Psychology. New Jersey:
Jon Wiley and Sons
 Serapio, Maria Perpetua Arcilla. 2014. Child and
Adolescent Development. Manila: Mindshapers
Co., Inc.
 Pressley, Michael and McCormic Christine B. 2007.
Child and Adolescent Develop0ment for
Educators. New York: Guilford Press
 Ruffin, Novella J. 2013. Human Growth and
Development – A Matter of Principles
Virginia Cooperative Extension. Publication 350-
053 Retrieved from:
http://pubs.ext.vt.edu/350/350-053/350-053_pdf.pdf

INTERNET SOURCES:
 http://teachunicef.org/explore/topic/child-rights-crc
 http://www.savethechildren.org.uk/resources/online-
library/childrens-rights-a-teachers-guide
 http://www.e-activist.com/ea-
campaign/action.retrievefile.do?ea_fileid=14113
 http://www.oxfam.org.uk/education/resources/childr
ens-rights
 http://www.globaleducation.edu.au/teaching-
activity/basic-needs-and-childrens-rights-lp.html
 http://www.phac-aspc.gc.ca/ncd-jne/guide-acti-
eng.php
 http://www.unicef.org.au/Discover/unicef-australia-
blog/Feb-2013/8-Reasons-to-Teach-Children-about-
Child-Rights.aspx

 http://www.bahaytuluyan.org/children-
right_filipino-children_7_33_1.html

 http://www.humanium.org/en/philippines/

 http://www.childrightssea.org/resources/philippines-
laws-issuances-children

 http://www.cwc.gov.ph/index.php/cwc-content-
links/50-vision-content

 http://www.unicef.org/philippines/
 http://www.dswd.gov.ph/

 http://www.abs-
cbnfoundation.com/bb163/about.html