The document discusses the evolving concepts of childhood and adolescence, highlighting historical changes and the need for rights and protections for children. It outlines key rights of children as recognized by the UN Convention on the Rights of the Child and addresses the specific challenges faced by Filipino children, including abuse and exploitation. Various programs and initiatives are mentioned as efforts to support and advocate for the well-being of children in the Philippines.

1. CHILDHOOD AND
ADOLESCENCE

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. 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. 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. 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. 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. 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. 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. Adolescence
 Adolescence (latin
adolescentia, from adolescere,
“to grow up”) is the period
of psychological and
social transition between
childhood and adulthood.

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.

11. THE RIGHTS OF CHILDREN AND
YOUNG PERSON

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Children Act of 1989
 A legislative measure and not
the central pillar of law and
policy relating to children.

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. The State Parties to the Convention shall:
j. Provide assistance to a child temporarily deprived
of a family environment (Article 20:1).

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. The State Parties to the Convention shall:
l. Recognize for every child the right to benefit from
social security (Article 26:1).

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. 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).

40. THE SITUATION OF FILIPINO
CHILDREN AND YOUNG PERSONS

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. 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. 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. 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. 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. Another related projects:
 Tahanan Outreach Projects, Inc. (TOPS)
Create Responsive Infants by Sharing (CRIBS)
Filiae Aesculapii (Daughters of Aesculapius)

47. “They should be provided an
environment where they can grow
and develop their potentials to the fulle

48. THANK
YOU