There is a popular misconception that children’s rights encourage children to be “cheeky” and irresponsible. This myth originates in a another myth – that to discipline children you need to hurt them physically.
But what about responsibilities?
The link between rights and responsibilities is clearly addressed in the Convention on the Rights of the Child (UNCRC) which the South African Government ratified in 1995:
“…the child should be fully prepared to live an individual life in society and should be brought up in the spirit of…peace, dignity, tolerance, freedom, equality and solidarity…and should be afforded the necessary protection and assistance so that it can fully assume its responsibilities within the community.”
This states unequivocally that it is the duty of adults to raise children to be responsible adults. It is against human rights to harm anyone – adult or child. But children’s rights are grounded intrinsically on the principle of what is in the child’s best interests – and learning self-discipline falls squarely into this category.
Children’s rights begin with the recognition that children are indeed human and entitled to the rights that apply to all human beings, such as the right to protection from hurt. But children are not just miniature adults. In the Universal Declaration of Human Rights it is stated that “childhood is entitled to special care and assistance”.
The vulnerability of young children is acknowledged and also the fact that as they grow children have special needs at each stage of their lives. These needs must be met for them to survive, be protected and to develop to their full capacity – which is their right.
The right to survival, protection, development and participation are the four fundamental rights of the child. There are many sub-categories under these, but the following are key:
The right to have basic needs met
The baby needs to bond with a consistent caregiver who will be responsive to his or her needs. Meeting this socio-emotional need is equally important with food, shelter, healthcare, clean water and other physical essentials of life.
The right to trust, self-worth and respect
Children need to develop confidence and a good, positive self-image. To do this they need to build good relationships and a happy and predictable environment, where they can develop a sense of belonging and feel secure.
The right to safety and protection
Children have a right to safety and protection, physically and emotionally. Educators, parents, neighbours and communities collectively need to become actively involved in the well-being and safety of their children. Linked to this is the right to redress and recovery when things have gone wrong.
The right to access information and to develop skills
The child’s right to education – knowledge, skills, social competency and “emotional IQ” – is evident to educators.
The right to play and recreation is essential for holistic development
Participating in sport activities, developing hobbies, playing games as well as art, music, drama and other cultural activities all provide opportunities for children to develop physically, socially, intellectually, emotionally and spiritually.
Responsibility and the right to participation
Perhaps the most effective way for children to learn responsibility is for them to have some say in the decisions that affect them. This partnership with adults encourages children to “buy into” the decision made and to accept their share of responsibility for carrying it through. An example is a Code of Conduct that children themselves have helped to draw up. Children’s opinions should be heard and taken seriously, according to their age and capacity. When children participate they learn to communicate and negotiate. But adults have the final responsibility for ensuring that the decisions made are in the best interests of the child or children concerned.
The right to develop one’s full potential
The development of children depends greatly on their experiences and especially their interaction with caregivers, other children and adults in their community. If they are protected, stimulated, educated and encouraged to participate they will achieve their full potential and grow up to be caring and responsible members of society.
Noreen Ramsden works for the materials development and information services at the Children’s Rights Centre. Her article is part of an ongoing series in the Teacher on early childhood development