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

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Presentation on theme: "Children’s Rights from around the Globe Maria Herczog Ph.D. UN CRC Committee member."— Presentation transcript:

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

2 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

3 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

4 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

5 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)

6 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

7 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.

8 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

9 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…..?!

10 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

11 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

12 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

13 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

14 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

15 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

16 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.

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