Faculty of Education

Department of Education
Module - Elements of Education

UNIT 06 - CHILD RIGHTS

6.1 Introduction
Child rights encompass the fundamental entitlements and protections that are universally recognized
to safeguard the well-being, development, and dignity of children. These rights serve as a framework
for ensuring that children are treated with respect, provided with adequate care, and given
opportunities to reach their full potential.
The principles of child rights are established in international agreements such as the United Nations
Convention on the Rights of the Child (UNCRC), which outlines the specific rights that children
should be granted.
These rights encompass areas such as survival, development, protection, participation, identity,
freedom, and privacy. Governments, organizations, and individuals have a shared responsibility to
uphold and promote these rights, creating an environment that nurtures and supports the rights and
well-being of every child. By recognizing and respecting child rights, societies can strive towards
creating a world where children are cherished, protected, and empowered to thrive.

The Unit Child Rights comprises the following subtopics.

 Historical Background
 Contributions made by the philosophers in understanding the child
 Introduction to the Convention on the Rights of the Child (CRC)
 Violation of Child Rights in school
 How teachers could protect child rights in school

After studying this unit, you will be able to;

 List out what children’s rights are,
 Provide examples of the rights children have,
 Take measures not to violate but to protect their rights.

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6.2 Historical Background
Throughout history, societies have recognized the need to protect children and provide for
their welfare. However, formal recognition of children's rights as distinct from adult rights emerged in
the 18th and 19th centuries.

During the Pre – Industrial Era

In traditional societies, children were primarily cared for and guided by their families and
communities. The welfare and safety of children relied heavily on the values, traditions, and behaviors
of the community they belonged to.
Legal systems in that era had minimal regulations and safeguards specifically aimed at protecting the
rights and well-being of children. The treatment and social standing of children varied significantly
across different cultures and geographical regions.
Religious and moral teachings often stressed the obligation of parents and society to provide care and
nurture for children. Ideas of empathy, generosity, and the significance of family influenced societal
attitudes toward children.
In certain societies, children would begin apprenticeships at a young age to acquire vocational skills.
Although these arrangements offered skill development opportunities, they often lacked proper
safeguards for children and exposed them to potential exploitation.
In the later stages of the pre-industrial era, charitable movements arose in response to growing
concerns for the well-being of marginalized groups, including children. These movements aimed to
offer charitable assistance, education, and healthcare to underprivileged children.

During the Post – Industrial Era

During the post-industrial era, which spanned from the late 19th century to the 20th century, there
were notable advancements in child rights due to the social and economic changes brought about by
industrialization. Protecting children's rights and ensuring their well-being became increasingly
recognized as important.
Child labor was a major concern during early industrialization, leading social reformers and activists
to advocate for laws protecting children from hazardous and exploitative work conditions. Legislation
gradually emerged to regulate child labor, limit working hours, and guarantee access to education.
The post-industrial era emphasized education for all children. Many countries introduced compulsory
education laws, making it mandatory for children to attend school for a specific number of years. This
helped address child labor issues and provided children with opportunities for intellectual and social
development.
Child welfare gained prominence during this era, prompting governments and civil society
organizations to establish institutions and programs for the care and protection of vulnerable children.
Orphanages, reformatories, and child protection agencies were set up to safeguard children's rights
and provide essential services.
International organizations focusing on child rights emerged during the post-industrial era. In 1924,
the League of Nations adopted the Geneva Declaration of the Rights of the Child,
emphasizing special care and protection for children. This declaration laid the foundation
for subsequent international agreements like the United Nations Convention on the Rights
of the Child (UNCRC) in 1989.
Governments began enacting legislation specifically aimed at protecting children's rights
and ensuring their well-being. Laws were introduced to prevent child abuse, neglect, and

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exploitation. Child protection services were established to investigate and address cases of child
maltreatment, providing support to vulnerable children and families.
Advances in healthcare and the establishment of social services for children were seen during the
post-industrial era. The focus shifted towards ensuring the physical and mental well-being of children.
Vaccination programs, improved nutrition, and access to healthcare services played a role in reducing
child mortality rates and promoting healthier lives for children.

6.3 Contributions Made by the Philosophers in Understanding the Child.

A new concept of the child came to be formed with the ideas about the child expounded by various
philosophers.

Rousseau (1712 – 1778 )

Jean-Jacques Rousseau, an influential philosopher, and writer of the 18th century, made significant
contributions to our understanding of the child and their development. Rousseau's ideas on education
and child-rearing were revolutionary for his time and continue to shape modern thinking on the
subject. Here are some key contributions Rousseau made:
1. Natural Innocence: Rousseau believed that children are born inherently good and innocent. He
argued that society corrupts individuals, and it is the responsibility of education to preserve and
nurture the child's natural goodness.
2. Emphasis on Freedom: Rousseau emphasized the importance of allowing children to develop their
autonomy and freedom. He advocated for a child-centered approach to education, where the child's
interests, needs, and desires are respected and given priority.
3. Stages of Development: Rousseau proposed the concept of developmental stages in a child's life.
He described infancy, childhood, and adolescence as distinct phases, each with its unique
characteristics and educational requirements. According to Rousseau, education should be tailored to
the child's stage of development.
4. Learning through Experience: Rousseau emphasized the value of experiential learning. He believed
that children should learn through direct interaction with the world around them, rather than solely
through books or formal instruction. Rousseau's concept of "learning by doing" influenced
progressive educational theories.
5. Nature as an Educator: Rousseau stressed the importance of nature in a child's education. He
advocated for outdoor activities, exploration, and a close connection with the natural world. Rousseau
believed that nature provides valuable lessons and experiences that contribute to a child's
development.

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6. Emotion and Sensibility: Rousseau recognized the emotional and affective aspects of a child's
development. He emphasized the importance of cultivating a child's sensibility, empathy, and
emotional intelligence, highlighting their role in moral and social development.
7. Individualized Education: Rousseau argued for tailoring education to the individual child's needs,
interests, and abilities. He advocated for a more flexible and personalized approach, rather than a
standardized and uniform system of education.
Rousseau's ideas on childhood and education laid the foundation for modern theories and practices in
child psychology, developmental psychology, and education. His emphasis on the child's innate
goodness, freedom, experiential learning, and individualized education continues to influence
educational philosophies and pedagogical approaches today.

Pestalozzi (1746 – 1827)

Johann Heinrich Pestalozzi was a Swiss pedagogue and educational reformer who made significant
contributions to the understanding of the child and the field of education. Pestalozzi's ideas and
methods revolutionized education by emphasizing the importance of individualized instruction,
hands-on learning, and a holistic approach to child development. Here are some key contributions
made by Pestalozzi:
1. Natural Development: Pestalozzi believed that education should be based on the natural
development of the child. He emphasized that children have their own pace and unique ways of
learning, and education should be tailored to their individual needs and abilities. He advocated for an
approach that nurtures the natural inclinations and interests of the child, allowing them to develop at
their own pace.
2. Sensory Education: Pestalozzi recognized the importance of sensory experiences in learning. He
believed that children learn best through direct observation, exploration, and hands-on experiences.
Pestalozzi's educational methods focused on engaging the senses, allowing children to interact with
their environment and objects to develop a deeper understanding of concepts.
3. Emphasis on Language: Pestalozzi emphasized the significance of language in education. He
believed that language is essential for cognitive development and understanding. Pestalozzi promoted
the use of language to encourage self-expression, reflection, and critical thinking. He encouraged
teachers to create an environment where children could freely express their thoughts, ideas, and
feelings.
4. Educating the Heart: Pestalozzi recognized the importance of moral and emotional development
alongside intellectual growth. He emphasized the need for a nurturing and caring environment where
children's emotional well-being is prioritized. Pestalozzi believed that education should foster virtues
such as compassion, empathy, and respect, and he stressed the importance of the teacher's role as a
positive role model for the child.

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5. Practical Education: Pestalozzi advocated for practical education that prepares children for real-life
experiences. He emphasized the importance of integrating theory with practical skills and knowledge.
Pestalozzi believed that education should be relevant to the child's daily life and focused on
developing practical skills that would enable them to become productive members of society.
Pestalozzi's ideas greatly influenced educational practices and laid the foundation for modern
educational theories and methods. His emphasis on individualized instruction, experiential learning,
and the holistic development of the child continues to shape educational approaches to this day.

Froebel (1782 – 1852)

Friedrich Froebel was a German educator who is often considered the founder of the modern
kindergarten system. His contributions to understanding child and early childhood education have had
a significant impact on educational theory and practice. Here are some key aspects of Froebel's ideas:
1. Play and activity: Froebel believed that play was essential for a child's development. He saw the
play as the primary mode through which children learn and make sense of the world. Froebel
emphasized the importance of providing children with ample opportunities for free play and self-
directed activities.
2. Kindergarten: Froebel coined the term "kindergarten," which means "children's garden" in German.
He established the first kindergarten in 1837, where he implemented his educational principles.
Kindergartens were designed as nurturing environments where children could engage in purposeful
play, hands-on activities, and social interactions.
3. Gifts and occupations: Froebel developed a series of educational materials known as "gifts" and
"occupations." The gifts consisted of simple objects, such as wooden blocks, balls, and geometric
shapes, which were intended to stimulate children's creativity and problem-solving abilities. The
occupations involved activities like weaving, folding paper, and modeling with clay, encouraging fine
motor skills and artistic expression.
4. Unity of education: Froebel emphasized the interconnectedness of various subjects and domains of
learning. He believed in a holistic approach to education that integrated intellectual, physical, social,
and emotional development. Froebel saw education as a means to develop the whole child and foster
their innate creativity and curiosity.
5. The importance of nature: Froebel recognized the significance of nature in a child's development.
He advocated for outdoor activities and nature exploration, believing that contact with the natural
world could enhance a child's sensory experiences, stimulate their imagination, and instill a sense of
wonder and awe.

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6. Self-expression and individuality: Froebel valued the unique individuality of each child. He
believed in providing children with opportunities for self-expression, artistic exploration, and creative
problem-solving. Froebel's approach aimed to nurture the child's sense of self, encourage their natural
inclinations, and support their individual growth and development.
Froebel's ideas on understanding the child have had a lasting influence on early childhood education.
His emphasis on play, hands-on learning, nature, and the integration of various domains of
development continues to shape educational practices and philosophies worldwide.

John Dewey (1859 – 1952)

John Dewey was an influential American philosopher, psychologist, and educational reformer who
made significant contributions to the field of education. One of his notable contributions was his
emphasis on identifying and understanding the child as a unique individual.
Dewey believed that education should be centered around the needs, interests, and experiences of the
child. He advocated for a child-centered approach to education, which stood in contrast to the
traditional teacher-centered model prevalent at the time. According to Dewey, children should be
active participants in their learning process, and their interests and curiosities should guide the
direction of their education.
Dewey argued that educators should recognize the developmental stage of children and design
learning experiences that align with their abilities and interests. He emphasized the importance of
hands-on, experiential learning, where children engage in activities that allow them to explore and
interact with the world around them. Dewey believed that this type of learning not only promotes
intellectual growth but also helps develop social and emotional skills.
Furthermore, Dewey emphasized the significance of context and environment in a child's education.
He argued that schools should create a democratic and inclusive atmosphere, where children learn
how to cooperate, communicate, and engage in social interactions. Dewey believed that by creating a
supportive and collaborative environment, educators could foster the holistic development of children.
Overall, Dewey's contributions to identifying the child as a child revolutionized educational practices.
His ideas have had a lasting impact on progressive education and influenced the development of
child-centered pedagogical approaches that prioritize individuality, active learning, and the social and
emotional well-being of students.

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Gandhi (1867 – 1948 )
Mahatma Gandhi, the prominent leader of the Indian independence movement, played a significant
role in advocating for the rights and well-being of children. While he is more widely known for his
nonviolent resistance and political efforts, his views on child welfare and education were also
influential.
Gandhi believed that children were the future of any society and that their proper development and
education were crucial for the progress of the nation. He emphasized the importance of treating
children with love, care, and respect, recognizing their individuality and potential. Gandhi saw
children as valuable individuals who deserved attention, protection, and nurturing.
One of Gandhi's most notable contributions to the well-being of children was through his work in the
field of education. He advocated for child-centered education, focusing on the child's holistic
development rather than rote learning or mere academic achievement. Gandhi emphasized the
importance of learning through experience, practical skills, and moral values.
He believed that education should be accessible to all children, regardless of their social or economic
background.
Gandhi's educational philosophy placed a strong emphasis on identifying and nurturing the unique
talents and abilities of each child. He believed in creating an environment where children could
explore their interests, learn at their own pace, and develop their individual potential. This approach
aimed to recognize and honor each child's inherent worth and dignity.
Furthermore, Gandhi actively worked towards eradicating child labor and exploitation. He believed
that children should be protected from exploitation and allowed to enjoy a carefree childhood. Gandhi
campaigned against child marriage, fought for better working conditions for child laborers, and
promoted education as a means to uplift children from poverty and exploitation.
Through his writings, speeches, and activism, Gandhi raised awareness about the rights and needs of
children in Indian society. His teachings and principles continue to inspire movements and initiatives
focused on child welfare and education worldwide.
It is important to note that while Gandhi made significant contributions to the well-being of children,
his views and practices were not without criticism or limitations. His ideas on gender roles and
education, for instance, have been questioned in modern times. Nonetheless, his advocacy for
children's rights and his emphasis on treating children with respect and dignity remain important
aspects of his legacy.

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6.4 Introduction to the Convention on the Rights of the Child (CRC)
The Convention on the Rights of the Child (CRC) is an international human rights treaty that focuses
specifically on the rights of children. It was adopted by the United Nations General Assembly on
November 20, 1989, and it has become the most widely ratified human rights treaty in history, with
almost every country in the world being a party to it.
The CRC outlines a comprehensive set of rights that are essential for the well-being and development
of children. It recognizes that children have the right to grow up in a nurturing and supportive
environment that allows them to reach their full potential. The convention defines a child as any
person below the age of 18 unless national laws recognize adulthood at an earlier age.
The CRC consists of 54 articles that cover a wide range of rights for children. Some of the key
principles outlined in the convention include:
1. Non-discrimination: Children have the right to equal treatment and protection from any form of
discrimination, regardless of their race, sex, religion, disability, or other status.
2. Best interests of the child: In all actions concerning children, their best interests should be a
primary consideration. This principle guides decision-making processes that affect children.
3. Right to life, survival, and development: Every child has the right to life, and governments should
ensure their survival and development through access to healthcare, nutrition, education, and a safe
environment.
4. Respect for the views of the child: Children have the right to express their opinions on matters
affecting them, and their views should be given due weight according to their age and maturity.
5. Protection from violence, abuse, and exploitation: Children have the right to be protected from all
forms of physical or mental violence, neglect, exploitation, and harmful practices.
6. Right to education: Children have the right to free and compulsory primary education and access to
secondary and higher education opportunities.
7. Right to play and leisure: Children have the right to engage in play, recreation, and leisure activities,
which are essential for their physical and mental development.
8. Right to family life: The convention recognizes the importance of family in a child's life and
highlights the right of children to live with their parents, except in cases where separation is necessary
for their best interests.
The CRC establishes a framework for governments, international organizations, and individuals to
promote and protect the rights of children. It emphasizes the role of governments in implementing
legislation, policies, and programs that ensure the realization of children's rights.
By ratifying the CRC, countries commit themselves to respecting, protecting, and fulfilling the rights
of children. They are required to report periodically to the United Nations on their progress in
implementing the convention, and the Committee on the Rights of the Child, a body of independent
experts, monitors and reviews these reports.
The CRC has had a significant impact on global efforts to improve the well-being of children. It has
influenced national laws, policies, and practices to better safeguard the rights of children and promote
their development. However, challenges remain in fully realizing the rights of all children,
particularly in areas such as child poverty, access to education, and protection from violence.
Overall, the Convention on the Rights of the Child serves as a vital international instrument to protect
and promote the rights of children, ensuring their well-being and fostering their active participation in
society.

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6.5 Violation of Child Rights in School
The following are a few examples of cruelties taking place in schools through which Child Rights are
violated.

 Corporal Punishments – Torture, Assaulting, Caning, Public Caning, ordering children to

kneel in front of the class or outside in the hot sun, to keep standing, to stand on the chair,
whipping, beating, flogging.
 Discrimination - Not allowed to take part in sports etc., Favoritism, Non-caring attitude,
 Not giving the due place, refraining from speaking.
 Threatening - Harsh speech, Insulting, Scolding.
 Bullying, Ragging, Fooling, Snubbing.
 Using pet names to evoke humor.
 Gossiping
 Causing Disgrace through letters and telephone messages.
 Sarcasm, personal criticism, laughing at individuals.
 Abuse – verbal, physical.
 Encouraging children to engage in such activities as pelting stones etc.
 Stealing children’s property, damaging school property, etc.
 Not considering children’s ideas, interests, and opinions.
 Not respecting their freedom of thought and religion.
 Refraining from giving Special care to children with disabilities.
 Failing to provide a healthy environment.
 Failing to provide Education effectively.
 Depriving minority children of enjoying their own Cultural practices, their own Religion, and
Language.
 Failing to protect against drug abuse.
 Sexual exploitation.

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6.6 How teacher could protect child rights in School
 Who Protects Child Rights?
In the protection of Child Rights, the most important function has to be performed by the parents
and legal guardians. They are the natural custodians of children.

 Teachers as protectors of Child Rights :

Teacher’s functions (Teachers, Principals, and Officers)
They are the ones who are responsible for providing education to children. (They are important as
parents because they bring up the child and look after the child both physically and mentally).
This great responsibility of the teachers is known by the Latin term “Loco – Parentis” – (Like the
parents). Learned Judges have defined these responsibilities as – “ Similar to the care extended to
a child by one’s parents, the teachers will have to extend care to ones students in school and look
after them.”

 What you could do to provide Security and Child Rights in your school
 Conduct Child Rights Awareness Programs in School. (Parents, teachers, students, ancillary
staff members, etc.).
 Display Child Rights on Notice Boards, through Posters, etc.
 Conduct Lectures, Workshops, Debates, Social Service Work, Award Badges, Short Dramas,
Essay Competitions, Art and Oratorical Contests, etc.
 Engage in policy-making for child security in school.
 Forming and Organizing-Committees for Child Security.
 Apart from the Principal and the Deputy Principal, the Committees to consist of the following
persons

Students (to represent all grades above grade 6)

Parents (One parent to represent each grade)
One Teacher as coordinator for each Grade.

 Objectives to be explained.
 All students will be members of the Committee. The Committee is to meet at least once a
month
 Keep contact with the National Child Security Authority.
 Appoint leaders to monitor discipline and observe whether Child Rights are violated in school.
 Instruct children to make complaints when their Rights are violated etc.

 Feelings of children subject to violation of Child Rights

Children displaying feelings of being –
hurt/sorrow/dejected/anger/hatred/disturbed/feelings of
backwardness/embarrassment/envy/guilt/tendency to take revenge/anxiety/pain/injury/humiliation

 What needs to be done to make the child face such a situation

 Prepare Reports of such cruelties.
 Provide support and co-operation to children who had been subject to such cruelties.
 Help them to uplift their mentalities by providing them guidance.
 Guide the children/teachers who violate Child Rights.

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  Make teachers understand/realize that children could be put on the correct track without
engaging in corporal punishments and refrain from punishments that give vent to
children’s anger.

 Provide instructions to children who violate other Children’s Rights

 Develop in them an empathetic attitude.
 Make them realize that they are ignorant of the sorrow and damage done to others
through cruelties committed by them.
 Make them realize what they will feel if they happen to be the victims of such actions is
the result of they themselves being subject to different types of torture at home, which
may have caused such behavior in school.
 Make them think of the plight of children subject to cruel offenses committed by them
(e.g., Ragging), if they behave like Sadists who enjoy harming others.

 Instructions to children (who are victims of harassment), to enable them to face

such situations.
 Keep eye contact to make the children who harass you understand that whatever they think of
or tell about you, that you do not take into account. Show them that you are a person who
does not get disturbed.
 Do not create conflicts with the individuals who commit cruelties.
 Even though you feel sad, miserable, angry, scared, and/or dejected, do not expose such
feelings.
 Do not care for the culprit. Keep away from him/her and avoid him/her.
 Always move with the friends you like; engage in positive activities.
 Add a bit of humor to your life, e.g., If others call you “donkey”, tell them “I never knew that
you are a friend of mine” or “Is it good to be a donkey?”
 Avoid lonely places – e.g., lonely places in the school.

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