Childhood and adolescence


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Childhood and adolescence

  2. 2. Childhood  Refers to the time or state of being child, the early stage in the existence or development of something.  Connotes a time of innocence.
  3. 3. Changing Patterns of Childhood Typical Free Child  Belonged to a homogenous society where he had to contend with similar values, common religious precepts and expectations, and opportunities from a characteristically rural setting.
  4. 4. Changing Patterns of Childhood 20 Century  “Typical Child” is confronted with more complex forces in the environment and in particular in a society that offers varied rules and choices and institutions.
  5. 5. Changing Patterns of Childhood Mid-19 Century  The extension of childhood was actually a stretching of adolescence, a term popularized at the turn of the 20th century by child psychologist G. Stanley Hall.
  6. 6. Changing Patterns of Childhood G. Stanley Hall • Founder of the Organized psychology as a science profession. • Father of the child movement. •National leader in Education Reform
  7. 7. Changing Patterns of Childhood By the 1960s  Lawmakers recognized the lengthening of childhood of girls by raising the age of 27 fell to 20.  This followed by attempts to strengthen weak child labor law.
  8. 8. Changing Patterns of Childhood In the Past  There were differences in child-rearing customs, material and ethnic cultures, economic standing, and family size. There were similarities in the ways children grow up. One thing, all children were educated to meet the needs of their communities.
  9. 9. Adolescence  Adolescence (latin adolescentia, from adolescere, “to grow up”) is the period of psychological and social transition between childhood and adulthood.
  10. 10. Adolescence  Adolescence is also defined as the transitional stage of human development in which a juvenile matures into an adult. The transition involves biological, social, and psychological changes.
  12. 12. 1. Every child is endowed with dignity and worth of human being from the moment of his conception, as generally accepted in medical parlance, and has therefore, the right to be born well.
  13. 13. 2. Every child has the right to a wholesome family life that will provide him with love, care and understanding, guidance and counselling, moral and material security.
  14. 14. 3. Every child has the right to a well-rounded development of his personality to the end that he may become a happy, useful, and active member of society.
  15. 15. 4. Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention, and all the basic physical requirements of a healthy and vigorous life.
  16. 16. 5. Every child has the right to be brought up in an atmosphere of morality and rectitude for the enrichment and the strengthening of his character.
  17. 17. 6. Every child has the right to an education commensurate with his abilities and to the development of his skills for the improvement of his capacity for service to himself and his fellowmen.
  18. 18. 7. Every child has the right to full opportunities for safe and wholesome recreation and activities, individual as well as social, for the wholesome use of his leisure hours.
  19. 19. 8. Every child has the right to protection against exploitation, improper influences, hazards, and other conditions or circumstances prejudicial to his physical, mental, emotional, social, and moral development.
  20. 20. 9. Every child has the right to live in a community and a society that can offer him an environment free from pernicious influences and conducive to the promotion of his health and the cultivation of his desirable traits and attributes.
  21. 21. 10. Every child has the right to the care, assistance, and protection of the state, particularly when his parents or guardians fail or are unable to provide him with his fundamental needs for growth, development, and improvement.
  22. 22. 11. Every child has the right to an efficient and honest government that will deepen his faith in democracy and inspire him with the morality of the constituted authorities both in their public and private lives.
  23. 23. 12. Every child has the right to grow up as a free individual, in an atmosphere of peace, understanding, tolerance, and universal brotherhood and with the determination to contribute his share in the building of a better world.
  24. 24. Children Act of 1989  A legislative measure and not the central pillar of law and policy relating to children.
  25. 25. Unite Nations Conventions on the Rights of the Child 1989 (UNCRC)  It provides a comprehensive listing of rights for children, social, economic, cultural, civil, and political.
  26. 26. The State Parties to the Convention shall: a. Respect and ensure the rights to each child within their jurisdiction without discrimination of any kind, irrespective of the child’s parents or his or her legal guardian’s race, color, sex, language, religion, political opinion, national, ethnic or social origin, property, birth or other status (Article 2:1)
  27. 27. The State Parties to the Convention shall: b. Register the child immediately after birth and have the right from birth to a name, nationality, and right to know and be cared for by his parents (Article 7:1)
  28. 28. The State Parties to the Convention shall: c. Ensure that a child shall not be separated from his/her parents against his will, except when separation is necessary for the best interests of the child after having been determined by judicial review (Article 9:1)
  29. 29. The State Parties to the Convention shall: d. Respect the rights of the child to freedom of thought, conscience, and religion (Article 14:1)
  30. 30. The State Parties to the Convention shall: e. Recognize the rights of the child to freedom of association and peaceful assembly (Article 15:1).
  31. 31. The State Parties to the Convention shall: f. Not subject the child to arbitrary or unlawful interference with his or her privacy, family, home, or correspondence nor to unlawful attacks on his honor and reputation (Article 16:1)
  32. 32. The State Parties to the Convention shall: g. Recognize the important function of mass media and ensure that the child has access to information/ material from a diversity of national and international sources (Article 17:a,b)
  33. 33. The State Parties to the Convention shall: h. Ensure recognition that both parents have common responsibilities for the upbringing and development of the child (Article 18:1).
  34. 34. The State Parties to the Convention shall: i. Take all appropriate legislative, administrative, social, and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect, maltreatment, and exploitation (Article 19:1)
  35. 35. The State Parties to the Convention shall: j. Provide assistance to a child temporarily deprived of a family environment (Article 20:1).
  36. 36. The State Parties to the Convention shall: k. Permit a system of adoption that shall ensure that the best interests of the child shall be the paramount consideration (Article 21:1).
  37. 37. The State Parties to the Convention shall: l. Recognize for every child the right to benefit from social security (Article 26:1).
  38. 38. The State Parties to the Convention shall: m. Recognize the right of the child to education with a view to achieving this right progressively and on the basis of equal opportunity. (Article 28:1).
  39. 39. The State Parties to the Convention shall: n. Recognize the right of the child to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education (Article 32:1).
  41. 41. Problems  Young children who are beaten black/blue by parents/ relatives rendering them incapable to walk or even talk straight.  Children who have become victims of sexual or physical abuse, child labor, malnutrition, parental neglect, ending up roaming the streets of Metro Manila.  The sight of street children knocking on car windows, selling sticks of cigarettes and sampaguita garlands, smack of the many faces of poverty and the stark reality of the plight of the abandoned children.
  42. 42. Address to the Problem  There are youth-oriented programs/projects sponsored by NGOs and other private and public entities primarily put up to help the Filipino child.  The child advocacy has been an on-going project of the media, as they feature stories on youth education and youth welfare.  TV Networks are also instrumental in educating the youth through series of documentaries on child abuse and child exploitation.
  43. 43. MERLINA R. HERNANDO Described the alarming situation of the Filipino child which is visible in numerous studies conducted and which showed that in the Philippines, over four million children are victims of child labor and half of them are exposed to hazardous conditions.
  44. 44. CHILDREN’S HOUR  One project that had its beginning as early as 1999.  It has called on individuals and companies to donate an hour of their earnings in support to programs for the welfare and development of the child and the youth.
  45. 45. ANG PANAGHOY NG MGA BATA  A project sponsored by BPI Foundation. It was spearheaded to provide healing of those children traumatized by calamities like earthquakes, typhoons, landslides, and even food poisoning.
  46. 46. Another related projects:  Tahanan Outreach Projects, Inc. (TOPS) Create Responsive Infants by Sharing (CRIBS) Filiae Aesculapii (Daughters of Aesculapius)
  47. 47. “They should be provided an environment where they can grow and develop their potentials to the fulle
  48. 48. THANK YOU