Children’s Rights from around the Globe Maria Herczog Ph.D. UN CRC Committee member

International experiences of the implementation of children’s rights  Early Childhood Education and Care  Early Intervention and Prevention in the context of families “at risk”  Right to Play

Early Childhood Education and Care  Different approaches and needs in Europe : -Labour market – more women needed, (grandmothers too), two incomes needed -Mobility required -Demographic situation – more children needed -Children’s development and care needs

Early Childhood Education and Care  Over 50 years of experiences in Hungary of universal day care services  Ideology and labour market needs  Different services for children under the age of 3 and those aged 3-6 years old, different proportion (15% and 85%)  Debates on the best interest of the child  Introduction of 3 years maternity in 1967 – later parental leave – different interests, different communication  Role of kindergartens as an opportunity to have more equal access to play, knowledge, skills and preparation for school  Other forms of care: family day care, home based care since 1990’s  Differences in access and quality depending on social background and circumstances  The invisible small children

Early Childhood Education and Care  Growing evidence of the early years’ importance in development and influence on: - Social exclusion, poverty - School failure, drop out -Life perspectives -Criminality, substance abuse -Next generation (parenting capacities)

Early Childhood Education and Care  Sure Start implementation, adaptation in Hungary -With the help of the EU Cohesion Fund -For the most deprived regions and subregions -Target group: children under 3 and their families -Accessable, affordable, high quality services for all children

Early Childhood Education and Care  Aims of the program: -Providing safe, friendly and well-equipped environment for children and their carers during the day -Empowering women as mothers and as future workers (and other family members) -Working together with all other service providers (health visitors, paediatricians, kindergarten teachers, social workers) based on common principles and a core knowledge base -Supporting children to be ready for kindergarten and later for school -Social inclusion and integration at an early stage This can harmonise the different approaches and needs to the optimum while taking into acount the different situations of families and children.

Early Intervention and Prevention for families “at risk”  Common principle: families should be safe, caring environment for all children  Family preservation and support can prevent significant harm and out of home placement  Social services have limited tools and capacities  Growing demand based on the awareness of needs and more refined social protection system

Early Intervention and Prevention for families “at risk”  Many successful techniques used in “at risk” situations  Outcomes for children are poor in many instances  Intervention and preventive programmes mostly based on professional knowledge and experiences  Limited resources  Clients’ participation low, children often not seen and heard  Families know better…..?!

Early Intervention and Prevention for families “at risk”  Netherlands, Eigen Kracht Foundation  Family Group Conference in new role  Competence and participation of family members and friends, including children encouraged  Professionals as service providers not as decision makers  Co-ordinators: members of the community welcome

Early Intervention and Prevention for families “at risk”  Different kinds of problems tackled: -Housing issues -Illness in the family – child, parent -Substance abuse -Divorce and custody -Family violence – with caution! -Crimes committed by children or young people Plans must be safe and in accordance with legislation

Early Intervention and Prevention for families “at risk” Outcomes: -High participation rate, av. 18 members attending -Over 2,000 conferencies in the Netherlands so far -20% outside help required, 80% own capacity offered -High satisfaction rate, high success rate -3-6 month follow up, revision of plans if needed -Good pattern for conflict resolution, responsibility taking and mutual help for everyone, especially children -Less professional, institutional support needed -Family members empowered, responsible, independent

Right to Play  Right and opportunity for joy, development, learning, co-operation with others, belonging, identity  “Right to Play” organisation in 23 countries, including the most deprived, e.g. Azerbaijan, Benin, Chad, Ghana, Mali, Sudan, Uganda  Local representative trained – almost 13,000 people so far

Right to Play  “To create a healthier and safer world through the power of sport and play”  Improving the lives of children in the most disadvantaged areas of the world by using the power of sport and play for development, health and peace  Inclusion and sustainability: play activities addressing a broad range of development areas, reducing feelings of exclusion, fear, and powerlessness

Right to Play  Health promotion and disease prevention  Basic education and child development  Community development and participation  Conflict resolution and peace education  Improvements in academic performance, increase in motivation

Right to Play Outcomes:  Developing positive and lasting relationships with role models that contribute significantly to a child’s resilience to cope with and manage life  Establish a sense of structure and norms in children’s lives especially for those living in war zones and/or in conflict situations  Build life skills deepen knowledge, and change attitudes about critical issues which contribute to sustained behaviour change  Strenghten leadership skills by becoming peer leaders, leading discussions, and creating games.