Author: Andre Coleman

In general, all around the world Children do not have the right to make major decisions in their life. Most of the decisions that affect the children are made by their parents or guardians such as teachers, social workers etc…So because of this lack of decision making, children are sometimes abused and exploited for the benefit of their guardians. And as a result, the child is both mentally and psychologically harmed. For this reason governmental and nongovernmental organizations and their expertise are trying to overcome this crucial society problem by making laws that protect the children from being harmed by their guardians and the society they are living in. Furthermore, these organizations make sure that children’s get the basic necessities like, education, food, shelter etc… In a sufficient and proper way.

There are some international and local children rights that are drafted by international governmental and nongovernmental organization who work toward the benefits and safeties of the children. So we would be discussing who should be considered as a child and what laws exist to protect these children. Then, we’ll briefly describe what Islam says about the rights of children and role of parenting. And finally, we are going to introduce some of the major local and international organizations working on this area and our group’s practical part which we created awareness we about the children rights and the role of parenting through surveys and meeting with students .

What are children rights?

As any human being children’s have rights. And these rights are nothing but human rights with some special protection and care given to the young ones (children). These rights are the right to associate with both biological parents, human identity as well as the basic needs such as shelter, water, food, education, criminal laws appropriate to their age and health care .Children rights are very large and respective to each society. However, most society agrees that we should allow children to be free from being mentally, emotionally and physically abused.

Who is a Child?

A child is a young person especially between infancy and youth (Merriam Webster , 2010). However, this is a very general and vague definition .The question may arise, how old should the person be to reach youth or in other word what is the range of infancy and who is youth. For these questions there is no specific answer because each and every country has their own ways of considering someone as an adult or not. I think it would be easy to define adult than a child. And this would help us understand the child which is just the opposite of being adult.

Adult is the age that someone can legally vote, marry or sometimes can buy alcohols, be charged with crime as the adult age. However, this can vary from country to country. For instance child labor in Syria, Bangladesh or Paraguay is minimum 12 whereas most other countries set 14 to 16 years old. And In USA the figure is completely different. A person to legally work should be minimum 18 years old and 15-17 can only work if they have permission from their guardians only.

Marriage is one of the major things that separate adults from children. A married person is usually considered as an adult. Because he/she is going to become a guardian of their children and they should be able to take care of their families. In many countries the age of marriage varies. For instance, in many African countries, such as Mali, Niger and Mozambique, over 50% of girls are married before they turn 18. In Yemen, 64% of girls are married before 18, and in Bangladesh, 81% of girls marry before 18. (Nour, 2006)

Another interesting issue that most people consider themselves as an adult is the age to vote and decide who should lead or being able to run for election. In most countries around the world the legal age to vote is 18 however in some countries like Australia and Germany the legal age to vote can be only 16.This shows that a 16 years old in Germany is considered as an adult while in Italy the minimum age to vote to elect a senator is 25 and in Liechtenstein, a person to vote should be 30 years old or above.

Also, in different religions scripture there are differences on who is a child or who should be considered as an adult. In Jews, a 13 years old kid is considered as an adult and is able to attended ceremonies and parties. On the other hand in most of the time Islam considers someone who is above 15 as an adult.

In short, there is no specific exact age of considering someone a child. However, in each country they have some part of the society that are considered as a child .So with respect to each country there are some right given to the child prior to the age of adolescence.

Historical background of the rights of children’s law

So far there is no specific point where we can say the history of children rights started, however for the past 50 years and so the rights of the children are becoming clearer and separated from the other general human rights.

Universal Declaration of Human rights is considered as the basis for all the international legal children rights. The 1923 declaration of rights of children drafted by Englantyne Jeeb and Dorothy Buxton in London, England in 1919 is appreciated by league of Nation and adopted by the united nation in 1946, and then considered as the Convention on the rights of the Child.

The first legally binding international body that incorporates with civil, cultural, political, social and economical rights is the Convention on the rights of the Child monitored by the Committee on the rights of the child. It is human right treaty with 190 ratifications. Only the two countries which didn’t sign for this treaty are the United States and Somalia. Somali didn’t sign because of the internal problems it’s currently facing and United Sates didn’t sign because of some contradicting rules like children’s rights to inheritance in same-sex marriages and particular rights for youth.

The CRC have four major principles. This principles are the principle of non discrimination, the best interests of the child, the right to life, survival and development, Considering the views of the child in decisions which affect them (according to their age and maturity).

Children’s rights law is defined as the point where the law intersects with a child’s life. That includes juvenile delinquency, due process for children involved in the criminal justice system, appropriate representation, and effective rehabilitative services; care and protection for children in state care; ensuring education for all children regardless of their origin, race, gender, disabilities, or abilities, and; health care and advocacy. (Ahearn, 2007)

Children rights can be categorized in to three major categories as Provision, Protection and Participation. Or depending on the child right information network (CNN) we can categorize children rights in to two major categories as Economic, social and cultural rights and the second as Environmental, cultural and developmental rights (Freeman, 2000)

Provision is the right to live a standard living, get a proper health care, education and be able to enjoy a child life. This includes being able to have a playing place and recreation places. This helps the child to grow healthy, confident and happy in his life. They will learn how to treat people well, how to care for people and help their society in the future.

Protection: Children have the right to be protected from abuse, exploitation, discrimination and neglect. This includes offering the child a safe place to sleep, live and play.

The last category is Participation. A child should be offered a place in the society. They should be able to participate in community programs, youth voice activities and decision makings.

Art is important. Even as adults, we do enjoy engaging in different form of arts. The art has been associated with private leisure experience, separated from the main business of life. The arts are naturally playful however we should not associate it as unrealistic or lack of seriousness (Swanwick, 1988). Playing is part of learning and arts can help children flourish personally and emotionally (Swanwick, 1988). The arts are complementary part of a broad education; the arts when taught well can help raise attainment in other areas as they are intimately entwined with other learning areas (Arts in Schools Project, 1990).

Drama comes naturally to young children and they are often engaging in pretend play. Children dramatic experience should be supported in school with activities that develop the child’s ability to use his or her imagination, body and voice. Drama allows preschoolers to express themselves freely and interact with others.

Some dramatic activities in which have been conducted in class since the taught module was drama games and role-play. The activities conducted were the “Jungle game” (similar to fruit salad) and “freeze game”. Through the activities, the children were encouraged to explore the limitations and the possibilities of movement inside a given space. The children learnt to share space with others and how to relate to others playful way. They explored how space, and people or objects in space, can have symbolic and dramatic meanings (Winston and Tandy, 2009).

During the period of time, we were working on the theme of animals, thus I made use of some of the games taught during the module and modified a little. The children were from the age range 4 to 6 years old. There were two new children who were in the class for less than a month. They were Chinese expatriate and did not understand English. One child was more shy and withdrawn. He usually only interacts with the other child who was also from China. However during the activity, all the children were seen engaging in the activity. At first during “Jungle game” the children were given new role which are different types of animals in the jungle. They had to swopped places when their animals were called; when “hunter” is called out, everyone had to swop places. In the process, some children were seen knocking into each other and most only went to the few seats away from them. However, after a few rounds with the game, they were able to explore the possible movement inside the specified place. The children were able to explore and share the space without knocking into each other. Even the two China boys were able to engage in the activity and pretended to be the animals by imitating their movements as they move in the circle. As for the “freeze” game, the children pretended to be animals moving in the jungle, avoiding to be caught by the hunter. It was surprised that the children imitated the sounds of the animals as they moved when it was not told to them that they had to. It was amazing how dramatic games can lead children into different world showing their different side and creativity.

Another activity conducted was interview of the character in the story. During that period we were working on the theme of animals, thus I made use of the story “The forest child” and pretended to be the hunter. The children were really involved in the activity and took turns to ask questions. That was the first time that we engaged in this kind of activity thus the children were excited and eager to ask questions. After several questions, I was surprised that the boys from China actually put up their hands and asked question: “Why you so angry”. I did not think that they could understand the activity we were engaging in, not to even say ask question using English language, which was a foreign language to them. Through this activity, the children could enter into the world of the story and try to find solutions. As the children are familiarised with the activity, they took turns to be the hunter.

Through the activities, the children learnt to take turns by respecting other’s contribution, develop spatial awareness, and explore own body possibilities through imitating of different characters. Minimum props were used during the activities to encourage more imagination. Through imaginative play, children are experimenting with and learning how to manage the core elements of drama, those of time, space, people, action objects and subject matter (Winston and Tandy, 2009).

Drama is a great way in providing children the opportunities to learn about themselves and others. It encourages interaction with each other and learn about body and spatial awareness. During drama, children are also encouraged to think differently. During role-play, they can become others, enhancing the creativity, and encouraging them to think about what certain people might think, say, or do in a given situation. It allows children to hide behind a mask and to be different.

Music

Music is a way of knowing the life of feeling (Langer as cited in Swanwick, 1988). In our preschool setting, we did not have much chance for musical activity during lesson time. It was usually during enrichment programmes which several children will go for their music lessons. During the module, many fun and meaningful activities were taught which could be implemented into the preschool setting.

The activity that was conducted with the children was making music through musical instruments. I made used of the activities planned with my group during the module presentation, which was regarding the story of “Big Al”. The children were provided with musical instruments such as bells, tambourine, cymbal, maracas, drum, triangle and some other traditional musical instruments that were made of bamboos. The children were given the opportunities to choose and play the instruments according to different emotions and scenarios of the story. Music was combined with drama work in this case. Half of the children in the class acted out the story while the others created effects for the dramatisation using the instruments. The children had to imagine that they were in the story. According to Swanwick (1988), young children enjoy very loud and very soft sounds and are fascinated by tone and timbre and they can begin to see music as expressive. It can be observed during the activity. The children enjoyed exploring the loudness of sound produced from musical instrument. When it was exciting situation, they played the music fast and loud, and soft when sad. They were able to determine the speed of music by playing the various musical instruments. The children were able to create different expression using music. During the activity, two older boys were observed to be leading the group in the change of the music. Working in cross-age groups enables younger children to observe and learn from more experienced learners, while the opportunity to scaffold the learning of younger children enables the older children to clarify their thinking (Duffy, 1998, p.116).

According to Duffy (1998), children need sufficient place to work and easily accessible resources if they are to make the best use of creative and imaginative experiences. Thus educators should provide more experience for art activities even when outside of lessons. After the module, I tried the method of giving the children freedom of recording. Recorder was introduced to the children and it was placed in the music corner in the classroom. After a week, to my surprised, I heard the voices of the two boys from China with a few other children from the recording. At first they said their name and begun humming some unfamiliar music (probably self-composed) with accompany of the musical instruments. When they sang louder, the music became louder too. This showed that they could make use of the tempo and dynamics according to the different emotions. There was expression in the music formed. Through the activities, the children could develop musical awareness and skills in terms of tempo and dynamics.

Elements of play

According to Swanwick (1998), the three elements of play significant to learning through arts are mastery, imitation and imaginative play. All these three elements were evident during the implementation of the activities. For mastery, the children were able to learn to work with others to make dramatic meaning and control of the musical instruments, keeping consistent rhythm. For imitation, the children were able to deal with the expressive nature of the art form. They were able to make musical sounds that suggest different scenarios. Lastly for imaginative play, the children could experiment with musical instruments until it suggest the appropriate scenario. The children were also seen experimenting with different movement during dramatic play. Practice motivates children as practice teaches them how to concentrate which in turns leads them to appreciate and enjoy the beauty of art they are learning and the pleasures of producing work of quality (Winston, 2010, p.77). If we wish children to be creative, we should ensure that all children feel valued and accepted; thus children will feel secure to take risks or make mistakes (Duffy, 1998). That was apparent in the case of the two Chinese boys who were at first withdrawn from the group and slowly got into the activities, engaging with the others.

Conclusion

As children grow, it seems that much of the school day is taken up by core subjects; creativity and imagination are often treated as additional or luxury. Thus it is the role of the educators in helping to ensure that the children have opportunities to engage in creative and imaginative experience (Duffy, 1998). A cross-curricular approach allows us to draw on the appeal ad potential of creative experiences to encourage learning and development in all areas of the curriculum.

Children should be active participants in their learning. With appropriate planning, we can connect art with many other areas of the curriculum. This can provide valuable opportunities to place learning in real life experience by making stories and living through them, rather than hearing them told by the teacher. Arts provide creative release for children; children will have fun while they are learn, enhancing a lifelong desire for learning.

Elementary school age or middle childhood, is generally termed from the age of 6 to 12. Children from this age group are beginning to develop their character at a more mature and concrete operational cognitive level. According to developmental psychologist Jean Piaget (), school-aged children have the ability to mentally classify groups or act on concrete objects in their head. They are also able to find solutions to problems which are not too hypothetical and abstract.

Psychologist Erik Erikson (1868) also claimed that a child at the age of 6 to 12 must master social and academic skills and keep up with their peers or faces inferiority. Inferiority may develop into low self-esteem issues. Children who face inferiority or low self-esteem might develop symptoms of withdrawal or aggression and find ways to compensate by defense mechanism to reaction in reality (Lin, 1997). Children who turn away negative emotions through withdrawal would usually be neglected as they tend to be shy and assertive. Aggressive children tend to be “rejected” as they are submissive and seen as easy to bully. Children from a minority group (e.g. race, social-economic status etc.) or children who are disabled in any way have higher risk of being rejected socially.

The Rejected Child

The children who are socially rejected due to their aggressive behavior tend to remain rejected as they move on (Keenan & Evans, 2009). They lose their chance to socialize with other peers and may develop negative attitudes towards other people. Some of their peers do not always discriminate the rejected child like the others, but they do not want to be left out or mocked at and hence conformed due to peer pressure. Boys face stronger pressure than girls to comply with group behavior (Martin & Ruble, 2010). Some kids who discriminate or have prejudice against the rejected children act as they receive satisfaction and support when bullying and achieve a sense of common identity.

As social rejection usually stables down gradually, it becomes hard for the child to get over (Cillessen & Bukowski, 2000). Rejected children tend to have lower self-esteem; they are more likely to hang out with other socially rejected children. They would then form their own social group and negatively influence one another with anti-social behaviors. They become easily angered and turn hostile to whoever that tries to harm them (Trembley, 2000). They also show little empathy and concern for others, and often feel little guilt and remorse.

Intervention

As the instructional leader of the school, the principal assist, instruct, plan and implement systems and programs to meet the child’s needs. They have to work closely with the teachers and give advice and updates to parents on the current situation of their child in school. Therefore the principal, teacher and parents should work hand in hand, in every child’s development for a better future.

Teacher

Teachers can group students with similar personality up to encourage friendship and cohesion among the students. Students can get over rejection a lot easier as they do not have to get into a larger peer group with majority strangers.

The teachers should judge their student’s social skills and find out if they are being socially rejected. The teachers can pay attention to their student’s level of classroom participation. Through careful observation and interview, the teachers can identify victims of peer rejection. The teachers should also carefully distinguish the important figures in the social group and counsel them if needed. With proper education, chances of social rejection in school will be reduced and peers will learn to accept each other better.

The teacher will set and maintain high and positive classroom standards where every student has the same amount of respect and value for one another. They can do so by having a group project with students identifying positive social skills from negative behaviors like bullying. Students will have a clear mind of what negative behaviors are and are educated not behave in that manner. The teachers shall be reminded not to single out negative points of the rejected students, or compare them to others as it might add-on to the peer rejection and unknowingly add-on to the student’s weakness.

Parents

The teacher and student’s parents must also remain in contact and update each other on the child’s progress. Both the parent and child should accommodate to each other’s needs. The child would understand their parent’s perception and become more sensitive and independent. When the parents understand the child’s needs, insecurities and fears, they can help the child to overcome them.

When parents realize that their child is a victim of social rejection, they should not overreact. Instead, they should encourage their child to participate in extra-curriculum activities. Participating in extra-curriculum activities like sports, art and hobbies can build up the child’s confidence outside school. Parents can also encourage their kids to ask their classmates or friends over to play together or for sleepovers. The children would learn how to interact among themselves which is very important for their social skills. The children can also identify how to be a good host or guest and behave accordingly. This also develops close-friendship between the child and their friend as they spend more time together and understand them better. When they are being confronted by other kids, they will know how to react and avoid being bullied.

Teachers and Parents Intervention

Once, the teachers to found out if there is any kids who are rejected among their peers in class, they will rearrange their seating locations so that it is easier for the child to participate in class and to monitor them.

When setting up group projects, the teacher should appoint the rejected child with more responsibly than the other children. This would allow the rejected child to feel valued as they are entrusted by a person of authority, responsibility of the group and lies in their hands. The teacher can also take the opportunity to encourage the students to help one and other and not to seek help from the teacher. The children would learn to work as a group and foster a good relationship. The children are also encouraged to start a conversation or take turns during a conversation.

After school, the teacher would conduct extra-curriculum activities for all the rejected children that were identified and spend more time with them. The parents of the child are also invited to join so that the parents can also understand what their children is going through and how the teachers are helping them. Both parents and teachers should teach or have one-on-one coaching sessions with the children. The child will learn how to take turns, share and abide by the rules of any event. The child should also be taught the ways to cope with teasing by their peers.

Conclusion

During a child’s development phrases, parents, teachers and the child’s peers are very important roles that would influence the child. With positive and authoritative parents, children can recover from peer rejection and build up their self-esteem. Parents are also one of the best listening ear for the child. If the teacher or parent is unable to encourage the child, they should consult the school psychologist or counselor for more strategies that could help the child cope with social peer rejection.

One of the guiding values of the UN Convention on the Rights of the Child (UNCROC) 1989 is participation, as well as one of its basic challenges. In the Convention, children’s contribution rights are restricted in the bunch of Articles 12 through 17 that pass on to public participation: right to have voices heard and measured (Art.12), right to freedom of expression (Art.13), right to beliefs (Art.14), right to association (Art.15), right to protection of privacy (Art.16), and the right to access appropriate information (Art.17) (Alderson, P. 2005). However, mainly article 12 and 13 of the Convention that focus on the rights of children to participate in all matters of concern to them, both in the family and in society (Sheridan & Samulesson, 2001). The principle recognizes that children are full-grown persons who have the right to articulate their views in all matters moving them and entails that those views be heard and given owed load in agreement with the child’s age and maturity. In addition, it recognizes the potential of children to develop administrative processes, to split perspectives and to take part as citizens and actors of change (Alderson, 2005). The children’s right of participation must virtually be measured in each and every stuff connecting to children. The children’s participation in this essay will be alert on Articles 12 & 13.

B. Understanding the notion ‘children right to participation’

Human life is a continuum in which all periods should receive equal respect against the prevalent view that regards adulthood as the standard according to which other phases of human life weighed. Childhood is not as an impediment but rather as the first of many steps that makeup human life. Childhood emerges when young persons’ responsibility to protect themselves is taken over by the state, using its powers to recognise, shape and respond to what it perceives as the fundamental traits of young people. The need for safeguarding children’s wellbeing is widely acknowledged in theory and legislation in the Western world (UNCROC, 1989). Therefore, the recognition of children as rights-bearers, and the institution of basic rights for children have proved to be helpful in supporting children’s wellbeing (Benporath, 2003).

Understanding of children’s participation is still in its relative infancy, having only really begun to be widely explored in the early 1990s (Sheridan & Samulesson, 2001). From a system perspective, participation is quickly interpreted as a requirement for the well functioning of society (Jans, 2004). According to Stephenson (2004), the notion child participation can be defined as ‘children influencing issues affecting their lives, by speaking out or taking action in partnership with adults’. The energy behind child participation comes from:

– the growing emphasis on child rights

– good community development practice enabling people to address their own problems (Stephenson, Gourley & Miles, 2004).

C. Why child participation in decision making process?

Children create a picture of themselves from the message they get from the surroundings. If others particularly adults identify them as able and competent, children will come to see themselves in the same way. Therefore, Prout (in Woodhead, 1998) declares that ‘respect for children’s right to participation demands that children be viewed not just as subjects of study and concern, but also as subjects with concern’ (p.135).

Children need to have the self confidence and skills to explore, take on new challenges, test their theories about how the world works, make mistakes and discover unexpected consequences. This self confidence is more likely to occur when children are provided with an occasion to add to their own experiences and learning, sharing in the decisions about what they do and how they do it. If children have the right to express their own views, they must also be given the opportunities to develop standpoints and skills, which enable them to declare them (Sheridan & Samulesson, 2001).

Learning to make decisions is an important life skill. Just like any other skill it needs time and practice to master and refine. The early childhood setting is a safe environment in which to rehearse. The pre-school should be one place in which children can participate and practice influence and through participation learn that their opinions and feelings are respected and valued (Sheridan & Samulesson, 2001).

D. Children’s right to participate in early childhood settings and teachers’ role

Early experiences set children on developmental paths that become progressively more difficult to modify as they get older (Alderson, 2005). This fact has also been recognised in the discussion paper (for Australia) on ‘A national framework for early childhood education and care’ that says, “The early years of children’s learning and growth needs to be seen as vital in their own rights as well as being a base for life outcomes. During the early years children ask, discover and learn much about the world around them, establishing attitudes to learning that stay with them all the way through their lives” (Productivity Agenda Working Group, 2008).

The UNCROC emphasises for the development of child as a whole (Article 29(1)) and the contribution of early childhood education and care cannot be denied. In their daily lives, children mainly remain within and connect to three settings – their schools, home and recreational institutions (Rasmusen, 2004). These environments have shaped by adults therefore quality early childhood performance is built upon the distinctive role of the adult. The experience, dispositions, competencies, and understanding of adults, in addition to their ability to reflect upon their job, are necessary in sustaining and ensuring quality experiences for each child (Wyatt, 2004).

Therefore for high quality in pre-school, the children participation is an important criterion. However, for teachers in such settings, it can be difficult to facilitate children’s participation – to know the limits of child’s right to participation in decision making and the consequences of involvement of children in decision making processes and roles (Sheridan & Samulesson, 2001). It is the responsibility of early learning and child care practitioners to not just present children with facts, but to offer children opportunities to experiment, and to support them as they explore. Involving children as participant, providing them an opportunity to get engage and learn from the experiences (Alderson, 2000). For example when children play a part in singing and dancing, they may learn new words from the song. They start to gain bodily alertness through dancing; they learn that they can move in unique and artistic ways to the music and express themselves all the way through dance.

Does the Teacher or caregiver know what children like to do? Based on a research study, Sheridan & Samulesson (2001) says that most children gave answer to this question a definite ‘No!’ because children believe that the teachers don’t know what they like to do in the preschool (Sheridan & Samulesson, 2001). It is the right of the child to communicate and to develop skills to argue their standpoints. In order to be possible, an interactive environment that involves children is required (Saljo, 2000).

Therefore, carers can ensure that they acknowledge children as being competent and capable. Before starting any activity relating to children, the carers either consult them or ask their permission (Benporath, 2003). For example, before starting play or drawing activity and before packing away materials. Observe and listen to children, let them tell us what and how they want to learn, what they need to do and the way they want to do it. The carers should offer only genuine choices to the children and respect their decisions. Enough time should be given to children to do things in their own way. Sometimes overprotection may becomes an obstacle in children’s learning (Benporath, 2003), therefore, avoid being overprotective and encourage children to investigate and manipulate materials at their own pace and to try new things. However, at the same time carers should remain sensitive to each child’s ability and confidence and should know when to offer assistance as children attempt something unfamiliar.

When guiding children’s behaviour carers should be prepared to compromise in conflict situation and ask themselves that whether their demand from a child is reasonable or necessary. They should involve children in setting the rules and in decisions about acceptable behaviour in childhood setting. Children should be encouraged to use their own skills first in resolving a conflict, but carers should stay close enough to offer assistance and support the child when required. Carers can assure children by expressing their ability to deal with conflict in positive and constructive ways. The feelings of participating and being able to exercise influence seems to occur when a child asks the teacher something and the teacher says yes (Sheridan & Samulesson, 2001).

To decide

Participation cannot be genuine if children have no opportunity to decide. The child perceives the teacher as an authority and seems to take his / her right to decide for granted. What the teacher tells the child to do is also of real affective significance (Sheridan & Samulesson, 2001). But children should be consulted and their views should be considered. The UNCROC stipulates the right of children to express views freely and to get enough knowledge to make knowledgeable decision, although it does not entail compulsion for children to express their views (Article 13). However, it does not give children a universal right to decide and /or to supersede the decision of others. Decisions are to be made in an independent way, and parents (as well as teachers) should give appropriate direction and support when children presume their rights, as declared in the Convention (Article 5) (Sheridan & Samulesson, 2001).

Children are quiet certain that they can decide about their own play, their own belongings, some activities and about themselves (Sheridan & Samulesson, 2001). Therefore, choices and opportunities should be provided to children to make some decisions for themselves. For example, to select the book or activity for group time. Such opportunities to choose are easy for the child carer to put into practice, but can have thoughtful belongings on a child’s wisdom of empowerment and self confidence.

E. Examining participation

In order to involve children in decision making in programmes / matters relating to them, we need to examine ourselves and our roles in relation to children. A balance should be adhered between the type and quality of participation that occurs. Children should be involved in a way that respects and supports their roles as decision makers. This is not an easy task. According to Lansdown (2005), the children participation in any programme can be measured from three dimensions which are (Lansdown, 2005);

Scope – The extent to which children are empowered to exercise agency within an initiative will be influenced by the degree to which they are participating. This perspective needs to be considered in respect of each potential stage of children’s involvement – what is being done?

Quality – Practically how far programme complies with some standards such as an ethical approach, child sensitive and enabling environment, voluntary and relevant participation, inclusive participation, secure environment, qualified dedicated and responsive staff, and community, professional and family links – how is it being done?

Impact – The impact of child participation will need to be assessed in accordance with the objective for involving them. For example, the objective might be to promote children’s self-esteem and build skills and confidence – why is it being done? (Lansdown, 2005).

If children’s participation is to be sustained, replicated, resourced and institutionalised into wider communities in which children live, it is necessary to begin to construct methods of measuring what is being done and how it is impacting on children’s lives. Only by doing so, and demonstrating its efficiency, will it be possible to argue the case for continuing investment in strategies to promote participation, and indeed, to build and share understanding of what constitutes effective participation (Lansdown, 2005).

F. Elements for children’s active participation in decision making

Child contribution stands on its own being a basic right of the child that requires a clear assurance and useful actions to become a living truth and therefore is much more than a simple policy or style (Alderson, 2005). Possibly it was for this reason that the Committee on the Rights of Child recognized the right to contribution as one of the guiding values of the Convention. Regarding children’s views signifies that such views should not be disregarded; however it does not mean that their opinions should be automatically certified. Because expression of opinion cannot be equated with decision taking instead it implies the capability to control decision (Alderson, 2000). The support of discussion and views exchange process will give to children a sense of trust and self-confidence – where they will presume increasing responsibilities and will become vigorous, democratic and tolerant (Jans, 2004). In any such process adults are anticipated to provide suitable route and guidance to children while bearing in mind their views in a way consistent with the child’s age and adulthood. Such like practices will allow the child to understand that why specific options are followed, or why decisions are taken that might be different from the one he / she favoured.

To make effective and meaningful the participation of children in decision making, it is necessary that such participation should be;

1. Free from pressure and manipulation: Children should not be pressured, constrained or influenced in ways that might prevent them from freely expressing their opinions of leave them feeling manipulated (Alderson, 2000). This principle is usually applies where a child is forced to choose some tangible material from few offered resources without providing them a variety of open ended resources – where a child has the choice to choose those that interest him/her and match his/her level of competence.

2. Recognizing Children’s evolving capacity: The UNCROC didn’t set any minimum age for children that could limit their right to express their views freely and acknowledges that children can and do form views from a very early age and thereby refers to children’s evolving capacity for decision making (Benporath, 2003). This means, for example, that parent and other family members and/or, where require, members of wider community are expected to give appropriate direction, guidance or advice to children. However, parents’ guidance and advice will take on greater value and meaning till the child grows, develops, gains sufficient maturity and experience for becoming more autonomous and more responsible.

3. The role of parents and carers: The Child’s developing capability pointing towards one side of the equation: the other involves adult’s growing aptitude and readiness to listen to and learn from their children for considering and understanding the child’s point of view, and as a result prepared to reconsider their own opinions and attitudes and to imagine solutions that address children’s views (Benporath, 2003). Contribution is a demanding learning process both for adults and children that cannot be condensed to a simple procedure. The realisation of children’s right to participate requires preparation and mobilizing adults who live and work with children, so that they are ready to offer opportunities to children to contribute liberally and increasingly in society and expand self-governing skills.

4. Providing appropriate information: The children’s right to participate is closely linked to freedom of expression. But this right can be made meaningful and relevant when children are equipped with necessary information relating to potions that exist and the consequences of such options so that they can make informed and free decision (Alderson, 2000). Providing appropriate information enables children to gain skills, confidence and maturity in expressing views and influencing decisions.

G. Conclusion

Children’s are considered the world’s most valuable resource. The right to participation is a guide to the exercise of all other rights, therefore, children’s development to full potential and to continue to flourish as conscientious citizens, they require opportunities to work out their participatory privileges throughout all stages of their growth. Early childhood carers and educators are well located to endorse children’s participatory rights and preschool institutions their voice must be heard (Sheridan & Samulesson, 2001). Children should be asked to split their views on aspects of their learning environments.

Child labour has been in India from a long time in some form or the other. Practice of child labour in match box industries, glass bangle industries and is very commonly seen in cheap restaurants and dhabas etc. Generally speaking child labour can be said to be the exploitation or abuse of children in factories, industries etc, who are below the age specified by law working (mentally or physically) to earn for his/her own survival or to support his/her family partially or fully, and which prevents his/her social and education development may be said to be “child labour”. The reasons which are generally responsible for child labour may include [1] :

Poverty,

Ignorance,

Illiteracy,

Population explosion,

Lack of knowledge of their own rights,

Big amounts of debt on the parents,

Large size of family but not enough income to support such big family,

Lack of social security scheme in the country,

Weak enforcement of labour laws.

According to an U.N.O report India has the maximum child labour in the world i.e. approx 20 per cent. [2] On the basis of Census 1991 and various governmental and non-governmental organizations following are the number of child labourers in India [3] :

Census 1991 – 2.63 crore,

Organization research group, Baroda, 1994-95 – 4.44 crore,

Centre for concern of Child Labour – 10 crore.

Extra-governmental volunteer organization – more than 5 crore.

The numbers may vary according to different organizations but the fact is clear that the numbers of child labourers in India are in crores, which is again a pathetic sight, especially with all the various child labour legislation and the Constitutional provisions. In a report by the Labour Ministry every 4th child is a child labour, aged between 5-14 years and there is one child labour in every three families. [4]

But it’s not as if Indian governments haven’t done anything about this grave social stigma, over the years it has enacted many statutory legislations and Constitutional provisions in order to eradicate the problem of child labour, to name some of them, we have:

Labour legislations:

The Child Labour Act, 1986,

The Factories Act, 1948,

The Mines Act, 1952,

The Right of Children to Free and Compulsory Education Act, 2009,

The Minimum Wages Act, 1948,

The Juvenile Justice (Care and Protection) of Children Act, 2000

Constitutional provisions [5] :

Article 24 provides: strictly prohibits children to work in hazardous environment.

Article 21, 45 gives the right to education to all the children below the age of 14years.

Article 39 declares the duty of the State to provide the children a free facilities to develop in conditions of freedom and dignity in a healthy manner.

India is also a party to the United Nations Declaration on the Rights of the Child, 1959. India is also a signatory to:

ILO Forced Labour Convention (No. 29);

ILO Abolition of Forced Labour Convention (No. 105);

UN Convention on the Rights of the Child (CRC).

World Declaration on the Survival,

Protection and Development of Children.

The Government of India adopted the National Policy for Children (NPC) in August 1974. This Policy provided that [6] “It shall be the policy of the state to provide adequate service to children both before and after birth and through the period of their growth, to ensure their full physical, mental and social development. The State shall progressively increase the scope of such services so that, within a reasonable time, all children in the country enjoy optimum conditions for their balanced growth.”

Indian is also a party to United Nations Declaration on the Rights of the Child, 1959 and Convention on the Rights of the Child, 1992 and has formulated its labour laws in accordance to International Labour Conference resolution of 1979.

The first part of the paper aims to look into the various legislations relating to child labour. In the second part we shall look into the various precedents set by the Supreme Court of India on the issue of child labour and finally the conclusion.

Chapter 1
CONSTITUTIONLA AND STATUTORY PROVISIONS
Constitutional provisions

The government of India has enacted various labour laws has in accordance to International Labour Conference resolution of 1979. The Constitution of India, through various articles enshrined in the Fundamental Rights and the Directive Principles of State Policy, lays down that:

Article 21 (A)

The State shall provide free and compulsory education to all children of the age six to 14 years;

Article 24

No child below the age of fourteen years shall be employed to work in any factory or mine or engaged in any other hazardous employment. The word hazardous employment in Art 24 also includes construction industry, also in P.N. v. U.O.I [7] , it has been laid down that Art 24 is enforceable even in the absence of implementing legislations; [8]

Article 39(e)

States that the health and strength of workers, men and women, and the tender age of children are not abused and that citizens are not forced by economic necessity to enter avocations unsuited to their age or strength;

Article 39(f)

States that childhood and youth are protected against exploitation and against moral and material abandonment [9] . Hence Art 39 in whole requires the state to ensure and protect the children and provide proper child care.

Article 45

The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years

The framers of the Constitution imposed a duty on the State under Article 45 as one of the directive principles of the State Policy to provide free and compulsory education to all children until they complete the age of 14 year with the sole objective of completely eradicating illiteracy and child labour. Also many of the states had passed various Acts providing for free and compulsory primary or elementary education to children. But unfortunately years after the commencement of the Constitution the goal set by this Article which was to be achieved in 10 years, have yet not been reached. But the provision in article 39(f) and 45 of the constitution gave certain directions in providing a better quality of life of children employed in the factories.

Labour legislations

The Child Labour (Prohibition and Regulation) Act, 1986:

The Act prohibits the employment of children below the age of 14 years in 13 occupations and 51 processes that are hazardous to the children’s lives and health listed in the Schedule to the Act [10] .

The Factories Act, 1948:

The Act completely prohibits children working below the age of 14 years [11] . It further states that if a child is between 15 and 18 years of age, can be employed in a factory only if he has a certificate of fitness granted with reference to him under section 69 which is in the custody of the manager of the factory. The Act also says that no child shall be employed or permitted to work, in any factory for more than four and a half hours in any day;

The Mines Act, 1952:

The Act prohibits the employment of children in mines, who have not completed their 15th year.

The Juvenile Justice (Care and Protection) of Children Act, 2000:

This Act was last amended in 2002 in conformity with the UN Convention on the Rights of the Child covers young persons below 18 years of age. Section 26 of this Act deals with the Exploitation of a Juvenile or Child Employee, and provides in relevant part, that whoever procures a juvenile or the child for the purpose of any hazardous employment and keeps him in bondage and withholds his earnings or uses such earning for his own purposes shall be punishable with imprisonment for a term which may extend to three years and shall also be liable for fine.

The Right of Children to Free and Compulsory Education Act, 2009:

The Act states that all children aged 6 to 14 years shall be provided free and compulsory education. It further states that all private schools should allocated 25 per cent of their seats for disadvantaged and differently abled children.

Chapters 2
Precedents set by Supreme Court

Though the government of India has enacted various labour legislations to prevent child labour still there are some contradiction among them, mainly the definitional debates on child labour as different legislation provide different definition of a ‘child’. Section 2(ii) of The Child Labour (Prohibition and Regulation) Act, 1986, defines ‘child’ as ” a person who has not completed his fourteenth year of age”; Section 2(c) of The Factories Act, 1948 defines ‘child’ as “a person who has not completed his fifteenth year of age”; Section 2(e) of The Mines Act, 1952 defines ‘child’ as “a person who has not completed his fifteenth year”; Section 2(c) of The Right of Children to Free and Compulsory Education Act, 2009, defines ‘child’ as” male or female child of the age of six to fourteen years”; Section 2(k) of The Juvenile Justice (Care and Protection) of Children Act, 2000 defines ‘child’ as “a person who has not completed eighteenth year of age”; Section 2(c) of The Plantations Labour Act, 1951 defines ‘child’ as “a person who has not completed his fourteenth year of age”

Hence, we can clearly observe that these legislation are at contradiction to each other in defining who’s a child and setting an uniform age limit. Therefore the centre and respective state governments should set a uniform universal minimum age of the child as these contradictions adversely affect the objective of protection from child labour and providing a better educational and social development to children of India.

Following are few of important Supreme Court cases that have helped in framing better laws regarding child labour:

In Democratic Rights V. Union of India [12] , it was contended that the Employment of Children Act, 1938 was not applicable in the matter of employment of children in construction works, as it was not mentioned in the act. But the court held even construction work is a hazardous employment and no child below the age of 14 years can be employed as given under Art 24 of the Indian Constitution, even though construction industry has not been specified in the schedule to the Employment of children Act, 1938, thus the SC rejected the contention.

In Salal Hydro Project vs. Jammu and Kashmir [13] , the Court has restated the principle laid in Democratic Rights V. Union of India [14] that Construction work is hazardous employment and any child below 14 cannot be employed in this work.

In Sheela Barse and others vs Union of India and others [15] , Bhagawati, C.J. quoted from National Policy for the welfare of Children incorporated to provide better social and educational development to the children of India : “The Nation’s children a supremely important asset. Their nurture and solicitude are our responsibility. Children’s programme should find a prominent part in our national plans for the development of human resources, so that our children grow up to become robust citizens, physically fit, mentally alert and morally healthy, endowed with the skill and motivations needed by society. Equal opportunities for development to all children during the period of growth should be our aim, for this would serve our large purpose of reducing inequality and ensuring social justice”.

In M.C. Mehta v State of Tamil Nadu & Ors [16] , the SC gave direction to the Union and state governments to identify all children and withdraw them from working in hazardous processes and occupations, and to provide them with free and proper education as incorporated into the Constitution, Artcle 21-A. The Court also directed the Union and state governments to set up a Child Labour Rehabilitation-cum-Welfare Fund using contributions from employers who breach the Child Labour Act.

In Unnikrishnan v. State of Andhra Pradesh, [17] the SC held that every child has the right to free education till the age of 14 years. Artcle 21-A which was incorporated into the Constitution, reflects this standard.

CONCLUSION

It is said that “child is the father of man”, and the children of our country are our biggest asset. The government of India has enacted several laws in order to provide healthy social and educational environment for the children. But in spite of all the laws enacted, problem of child labour still persists in our Indian society that is because child labour laws are themselves flawed in some way or the other or suffer from poor implementation of programmes. Though awareness towards child labour has increased and now there are several NGO’s trying their best, but today what we require is to take concrete actions, the central and respective state governments need to provide for better machinery for enforcing child labour laws. Unless this is achieved our country won’t be completely free the burden of child labour.

In the movie, Child of Divorce, a young girl’s parents got divorced; this affected her physically and mentally. This is an example in the society today, as each child sees their parents fighting and arguing, which lead to divorcing, it will affect them as they grow older because a child has to choose between two parents to live with. Nowadays, there is a higher percentage of divorce of a child’s parents and others just stayed single. What aspects should of a child’s life should be a Parent control? All aspects should be control until a child reaches an independent stage of making the right decisions in his or her life. In addition, what happened to the loving parents? All parents are too busy to have time for their children or have a family dinner every night. Furthermore, what are parents’ job descriptions? One would be being a role model to their kids so as they grow each kid would be able to follow their parents’ footsteps to be successful. Another would be to training them as grown, mature and independent person. In the article, “Where Have All the Parents Gone?” by Barbara Dafoe Whitehead, she talked about the social issue towards children being our future and she expressed her opinions about parents should be responsible for raising their children because most parents are too busy working to be involve in their own child’s life, which will cause them to make wrong decisions. Also, as the generation grows, little by little the society changed because parents became brutally murderers to their own children and children rebelled. As a result,

I agree with Whitehead’s article because parents are responsible for their own children’s actions for them to be independent, spending time with their children will built up a relationship, and teaching them their values will make them appreciate what parents do for them.

First, children should be independent by their parents guiding them through their life. “[aˆ¦] virtually every child in America grows up in a family with one or more parents. Parents house children. Parents feed children. Parents clothe children. Parents nurture and protect children. Parents instruct children in everything from using a fork to driving” (Whitehead 224). This demonstrates that parents are guiding their children from being an immature child to a mature grown up by making feel them the love that parents give them. As the children grows older, they will eventually realized what their parents taught them will be useful and helpful. They could be independent without relying on their parents. Furthermore, it is important that teaching their children from right and wrong, helping them with their decisions from right and wrong will lead to having a trust within themselves, so that they could go on with their own lives with what they learned from their parents.

Second, if the parents spend more time with their kids, it will build up a stronger family relationship. “[aˆ¦] a second income became essential. [aˆ¦] struggling to pay the bills, l parents seems to be short-changing their children in another way. They weren’t spending enough time with their kids [aˆ¦]” (Whitehead 226). This demonstrates that parents should be able to balance their time for work and family because even though they need to make salary to pay for their bills. There should not be a reason why they can not have time to spend time with their children. Each parents decided to have children for a reason, which is to build a family on their own and to be proud parents when their kids succeed on becoming a doctor, nurse and so forth. In addition, being a parent is not a easy job; however they should think it thoroughly having kids because what is the use of having kids when a parent all he or she does is work and not have time to spend with their kids. For example, the parents should be able to teach their kids how to cook, how to bake, help them with their homework and so forth. Therefore, in the future, when their own kids have children, they will imitate what their parents did to them to their children, which is always working and not have time for their children.

Third, parents should be teaching their values to their children, so their children will appreciate what parents do for them. “[aˆ¦] most important, they weren’t teaching good values” (Whitehead 226). This demonstrates that parents does not have time to even teach their children their values, so how can their children learn from them when they are suppose to be their role models. For example, each parent has different culture or history background, they should teach their children the values of their religion/culture and history of they originated from. In addition, many young women gets pregnant at a young age, which shows that parents should watch over their children more often and protect them for their own safety plus educate them how education is important to finish for their future. Also, it is important to show the significance of the parent’s values because when the parents die, their children will be able to carry this values and pass it to their future children, so it will be pass through generation by generation.

In conclusion, Parents should be able to show their values to their children so they would be more appreciated from their children. There should not be excuses or reasons why parents do not have time for their children. Even though, parents are struggling, they should be able to show their children how they can face their problems without committing crime. Also, parents should be able to express their love for their children, so they can feel the love of their parents. Lastly, educating their children will make them successful, teaching them their values will make them appreciate their parents and have a future.

Work Cited

Whitehead, Barbara Dafoe. “Where Have All The Parents Gone?” 75 Readings: An Anthology. 11th ed. Ed. Santi V. Buscemi, Charlotte Smith. Boston: McGraw Hill, 2010.222-229.Print.

This observation took place at a public day care facility that serves children 6weeks to 6 years of age. It had an infant classroom, a toddler-two year old classroom, and a preschool classroom. The infants and toddlers were located in the same large room, with dividers that were gates. I focused my attention on the infant and toddlers room. There were three infants and 9 toddlers and 2 -year-olds that were present at the time. They had three full time teachers, one with the infants and the other two were with the toddlers/2-year-olds.

During their mealtime was when I first observed the interactions between the infants and the toddlers. Toddlers and infants were allowed to interact with each other during meal time. Infants were in their high chairs or rockers and toddlers were seated near them. I was so amazed to see the interactions between the two age groups. Both groups seem to really get along with each other. I observed a two year old girl feed an infant around the age of 6 or 8 months old. They were both smiling and enjoying each others company, of course with adult supervision. Another toddler was allowed to feed another infant a bottle, and the toddler had this huge grin on his face as to be so proud when the infant allowed him to feed him.

During their play time I observed some toddlers were more interested in the toys the infant had then toys they had. One of the toddlers would frequently go to one of the infant rockers trying to climb in instead of playing with toys that were there for her. I also observed the toddlers playing with baby dolls. One thing that caught my eye was how they were handling the doll with such care. One of the toddler girls sat the doll in her lap and grabbed a book and pretended as though she was reading to the doll, while another toddler was rocking and singing to her doll. In another section of the room I observed three toddler boys playing. One of the boys had just turned three years old and the other two boys were 1 year old. The older toddler wanted to lead and control the play. He would make suggestions on what to play and the others would follow along. Also, when the younger boy toddler tried to leave and go to another area, the older toddler guided him with his own type of language back to the group.

Analysis of play and interactions

Infants respond positive to toddlers when interacting with one another. Field (1990) found that infants smile at, look at, and reach more often to peers when seated near each other than they do when seated in front of a mirror. The National Institute of Child Health and Human Development (NICHD, 2005) indicated that children in early care experiences become more positive and less negative toward peers in their play between 24 and 36 months.

In observing the environment alone, it made it conducive for the positive interactions between infants and toddlers. It was possible for them to see each other at all times even though their classes were divided. The gates made it possible for them to be separated and at the same time, allowed them to have visual contact at all times. For example, during meal time, infants were seated at the same table with the toddlers/2year olds at eye level and the 2-year olds’ were definitely showing strong interest in the infants and their well being. This shows that when they have the opportunity to closely interact with one another, they have a trusting relationship.

Description of use of cultural objects and language use

There were dolls and other materials in the toddler and 2-year-old classroom. The children imitated the interactions they observed between infants and adults in the classroom. For example, how the toddlers were handling their dolls was much the same as adults used in caring for the infants. Some things toddlers were doing when playing with the dolls were feeding, comforting, singing, rocking and reading to their doll.

I also observed a male toddler that had just turned 3 years old interacting with the younger toddlers that were 1-2 years old. I called this 3 year old toddler the alpha toddler because he led the group with ideas of play. The younger toddlers responded with acceptance and trust. I think this gave the 3 year old a since of responsibility of being a leader as well as looking out for them. For example, when one of the 1-2 year old toddler decided to wonder off to a section I assume he wasn’t suppose to be in, the alpha toddler ran after him telling him, “no, no,” and the 1-2 year old returned with the others and continued his play.

The last thing I observed before I left the facility was an infant and a toddler playing and interacting with each other. They were both playing with some sort of plush toys really enjoying and exploring them. They were making eye contact with one another, returning their smiles, making gestures, reaching to communicate with each other. When the infant dropped his toy he was playing with, the toddler picked it up and handed it to him and the infant nicely received it from him with a smile and they continued to play and explore with their toys.

Theories of play

Here are a few modern psychological theories and theorists that describes the current trends put into “play” in today’s educational settings.

Piaget, Erikson and Vygotsky all agree that the child uses play for self teaching. The child plays through situations very much like an adult thinks through a situation. Also, fantasy play is a manifestation of symbolic representation— the child represents objects and ideas through play situations. Vygotsky believed that play is a means of deferring immediate gratification-instead of tantrums or swallowing the need; the child fulfills needs in fantasy play. He also believed that children learn to live within self imposed rules during fantasy play; play allows the child to practice self regulation. Play, for Vygotsky, was vehicle for a child behaving more maturely than a other times. “In play it is as though he were a head taller than himself.”

In 1920, Sigmund Freud posed a psychoanalytic play theory that was defined in his book, “Beyond the Pleasure Principle.” In this work, Freud described play as a child’s mechanism for repeatedly working out a previously experienced traumatic event in a effort to correct or master the event to his satisfaction.

In 1972, Bruner stated that one of the main functions of child’s play was to rehearse actions to various real-life scenarios in a safe, risk-free environment so that when confronted with a difficult situation, it would not be so stressful.

John Dewey was prominent theorist in the early 1900s. According to Dewey, play is a subconscious activity that helps and individual develop both mentally and socially. It should be separate from work as play helps a child to grow into a working world. As children become adults, they no longer “play” but seek amusement from their occupation. This childhood activity of play prepares them to become healthy working adult.

Maria Montessori, an Italian educationist during the early 1900s, postulated that “play is the child’s work.” According to the Montessori Method, which is still employed today in private schools, children would be best served spending their play time learning or imagining. Montessori play is sensory, using a hands-on approach to everyday tools like sand tables. The child sets her own pace, and the teacher is collaborative in helping the child play to learn.

Lev Vygotsky suggested that children will use play as a means to grow socially. In play, they encounter others and learn how to work together using language and role-play. Vygotsky is most noted for introducing the ZPD, or zone of proximal development. This suggest that while children need their peers or playmates to grow, they need adult interaction as they master each social skill and are ready to be introduced to new learning for growth.

Reflection

I really enjoyed the time I spent at the daycare facility. The classroom spaces for their infants and toddlers provided opportunities for the younger and older children to interact with each other. I think through their interactions and play, the infants will learn certain behaviors from the older children, such as feeding themselves, walking, running, etc. Things that will possible make transitioning stages from infant to toddler easier as well as making the transition from toddler to preschool easier. Allowing the toddlers to assist with things such as feeding the infants and playing with them, and in their mind helping them, allows the toddlers to have a since of maturity and independence and not scared and dependent on others do everything for them. It also allows them to be caring and a positive support for others.

Play defined as an activity for enjoyment. Children and babies develop language and social skills through reading books and play. Through play and reading books, children develop maturity and socialization. These social activities will enhance their physical development, cognitive development and psychosocial development. I will be going to talk about how “Dora the Explorer” television program I have chosen helps the children to influence their physical, cognitive, and psychosocial development through play. How to read books to children enhances language development and language skills for children with using different reading strategies. Finally, I will be explaining the knowledge of play and language development for babies and children that may influence my future practice as a health professional. Child supporters must consider all factors that interfere with optimal development and provide circumstances that allow each child to obtain fully the advantages associated with play and reading.

Play is the most important part of the child’s development. Play allows the children to enhance their physical development, psychosocial development and cognitive development. Most parents see cartoons with their children as a way to help their child learn. I have watched many children television program like blue’s clues, the go show, and Dora the explorer, to understand how these television programs get children to contact with aspects of life. Dora the explorer is an animated children’s television show. Dora the explorer show programmed to engage preschooler activities in a play-along, computer-style adventure. Dora the explorer is an example of physical development. Physical development focuses on the physical growth and the development of both gross motor skills (e.g. walking, jumping) and fine motor skills (e.g. Finger movements, eye coordination) control of the body. Dora the explorer on-screen character talking to the child encourage the child to take part, label objects, songs and dance actions allows for movements with control and coordination.” Dora the explorer” animated also influences the cognitive development theory, cognitive theory is a change and stability in mental ability such as learning, thinking, and memory. The Dora the explorer allows the children to think of a way to get to their destination so this helps children gaining knowledge and solving problem in daily life, which enhances their memory capability. Television provides the children with a valuable tool at home for great learning. Another theory is influences psychosocial development by Erik Erikson to get through the idea of personality. Watching and learning from on screen shows allow children to gain knowledge of social learning theory; this enhances their self-esteem, learning about the culture and society and teaches them how to interact with people. Children learn from TV shows how and when to show the emotions. These allow the children to encourage self-awareness about the world around them.

Reading books to young children is the best way to promote language development and language skills like speaking, reading, and listening. Reading books to children at home can encourage their reading skills. Books should have something like shapes, short stories, pictures that children will find interesting, enjoyable, and fun. This will help develop a sense of reader appreciation. When children have books in their home, they are more likely to sit down and read them. Parents can and should encourage an appreciation for reading. When reading a book to child the reader needs to keep few things in mind for better result. The books you choose for the children need to be short and simple, attractive, use appropriate language, speak clearly, slowly, and use expression. Reading books to children that influence the social learning theory by Albert bandura. “In social learning theory Albert Bandura (1977) states behavior is learned from the environment through the process of observational learning. Children observe the people around them behaving in various ways” (McLeod, 2011). Children learn many different ways, some learn quickly by visibly for example books that got colors, picture, and shapes with it and some learn verbally for example- imitating the expression and words. Using various techniques to enhance language development, tunes of the voice and getting them to turn the page that influences the theory of positive reinforcement. If imitated behaviors and consequence are satisfying so the child is likely to perform behaviors. If parents are encouraging and giving them positive feedback then the behavior is likely to repeat as it provides the child with strengths. Simply using booking reading tool at home helps them learn. Book reading is good for a child’s development to gain imagination.

Children are very sensitive. We need to handle them with care. So far, the information I have gained through the education of play and language development of babies and children provided me with a greater understanding that could influence my future practice as a health professional. Skills that I have gained from the knowledge of reading books to children are to create an environment that allows children to understand their personality, which will help children to be more interactive. As a health professional, I build a warm and open environment for children to bring out their ideas. In order to achieve my nursing practice do this use the techniques like distractions, communication, and education. Conversation with children, asking questions with slow pace and allowing them to answer. This will enhance their understanding while mine. The skills I learned from the play are that children are very attractive colors, toys etc. by using play to help nursing practice can enable you me to complete difficult tasks with children like taking medicine, I can get the child to cat like a super hero and be strong and asking them to stand straight like a strong soldier. These skills can help me to build a relationship when I am working or handling kids. Building a relationship creates an environment where children feel secure take risks.

In my conclusion, play is a cherished part of childhood that offers children important developmental benefits and parents the opportunity to engage fully with their children. Influence their physical development, Cognitive development and psychosocial development. Play allows children to learn new things and to understand the world around them. Reading Books is another important aspect to enhance their development. Reading books to children will help children gain language skills. I have gained many skills that can be relevant or may influence my nursing practice as a health professional .The knowledge of children and babies and about their play and book reading. I learned many techniques that will make my nursing practice easier when I have to assess children and babies. Techniques like distracting children into something, communicating. Communicating likes having a conversation about their favorite shows and asking them questions.

Understanding how children develop is an important obligation for all those who work in early years practise. Practitioners need to develop an understanding of the implications of children’s developmental processes in order to meet individual needs. The key to this understanding is the development of skills in observing children and of interpreting those observations.

Throughout the observations the aim is to compare their abilities to the norms of a child their age and to compare and analyse the results against what child development theorists have understood through relevant reading and understanding gained from experiences, also to explain how the characteristics of the child and features of his/her environment may interact to influence growth and development.

A holistic approach to child development seeks to simultaneously address the physical, emotional, relational, intellectual, and spiritual aspects of a child’s life. The importance of the Holistic Approach is that it Children learn different things at different stages, e.g. walking, talking, fine motor skills etc. Holistic development is the overall development of all areas of development in children.

There are many proven techniques used in observing children. Depending on the reason for the observation some methods will relay the information more clearly, the observation that have been taken have been done in the free description written record method, checklists, web diagram. The free description is observed when a specific task is set, appropriate to the age and stage of development of the child. It is a description of an event unfolding face on, written in the present tense so that the reader can appreciate what has happened. The disadvantages are that may not be able to convey everything you see as it happens and sometimes it is difficult to keep up with what is happening and it may produce an unwieldy amount of information this can be seen in Appendix 1. Checklist or developmental guides are often used for assessing a child on one particular day, but can be used over a long period of time. Checklists often highlight areas of a child’s development that have previously gone unnoticed. For example in Appendix 5, I was able to concentrate closely on what the children were doing and could observe things as they unfolded as I was looking for them. The advantages of the checklist method are that it is a quick way of presenting a great deal of information. The disadvantages are that care must be taken to maintain objectivity.

The role of the childcare and educational practitioner in a home placement stays the same as it would in a school or nursery and we still have to abide by the confidentiality policies.

The 1989 United Nations Convention on the rights of the child sets out 54 Articles. The Articles that relate particularly to observing children are:

Article 12: Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinion taken into account.
Article 13: Children have the right to receive and to share information, as long as the information is not damaging to them or to others.
Article 16: Children have the right to privacy. The law should protect them from attacks against their way of life, their good name, their families and their homes

Under the Data protection act 1988 the observations taken will require to comply with the eight data protection principles: to be fairly and lawfully processed, to be processed for limited purposes, to be adequate and relevant and not excessive, to be accurate and finally not kept longer than necessary.

The placement setting is in a loving family with both parents present. The mother aged 32 is not working as she is still on maternity leave; the father age 33 works full time Monday to Friday. There are four children in the placement family. Child D the oldest female age 5 attains reception in the school down the road, Child C the middle female child age 3, attains pre-school half a day Monday and Tuesday and stays with a child minder all day Wednesdays. At the end of the placement Child C is attaining pre-school all day Monday and Tuesdays, she also has Hypermobility. The twins Child B and Child A age 6 months on first day of placement. Child B is male and the younger of the twins. Child A is female and also suffers from Hypermobility.

The placement is over a period of 4 months in which I shall being observing Child A and Child B. The mother’s pregnancy was healthy with no problems. Her first child, Child D she was in labor for 26 hours, the second, Child C it only lasted about 30 minutes, she says “I was afraid that I was going to have her down the toilet”! The labor for the twins was also very quick only lasting 1 hour. The mother explains that “during the beginning of the pregnancy you couldn’t even tell I was pregnant and I felt fine but when it came to 28 weeks I got very big and it became very heavy and uncomfortable”. She went full term of 39 weeks. Child A weighed 6lbs 10oz and came out head first with no complications. Child B weighed 5lbs 15oz and tried to come out sideways because of the extra round after Child A left, the midwife had to push the baby back and turn it around inside the mother’s womb. There was 18 minutes between Child A and Child B. When Child B came out he was black and blue but was breathing but the doctors were unsure whether he would survive because his Apgar score was 3. The very first test given to your newborn, the Apgar score occurs right after your baby’s birth in the delivery or birthing room. The test was designed to quickly evaluate a newborn’s physical condition after delivery and to determine any immediate need for extra medical or emergency care. Although the Apgar score was developed in 1952 by an anaesthesiologist named Virginia Apgar, you may have also heard it referred to as an acronym for: Activity, Pulse, Grimace, Appearance, and Respiration. The Apgar test is usually given to your baby twice: once at 1 minute after birth, and again at 5 minutes after birth. Rarely, if there are concerns about the baby’s condition and the first two scores are low, the test may be scored for a third time at 10 minutes after birth. Five factors are used to evaluate the baby’s condition and each factor is scored on a scale of 0 to 2, with 2 being the best score:

activity and muscle tone
pulse (heart rate)
grimace response (medically known as “reflex irritability”)
appearance (skin coloration)
respiration (breathing rate and effort)

Doctors, midwives, or nurses add these five factors together to calculate the Apgar score. Scores obtainable are between 10 and 0, with 10 being the highest possible score. (www.kidshealth.org/parent/newborn/first_days/apgar.html). Children that have a score under 6 rarely survive.

The mother believes in a constant routine and that her children behave the way they are because she does not smother them and entertain them when they cry, she encourages them to play by themselves as to establish independence from an early age. She says “let the babies cry for a bit and they will sort themselves out”. But obviously if the child has hurt themselves or really needs attention she will give them love and care.

There are not many socio-economic factors within the family as the children were all planned, although the mother obviously didn’t predict twins, she explain that”they are lucky to be in a position to be able to give their children a happy and healthy lifestyle”. During the placement the father got a new job in which he is going to be earning more. The mother explained that they were considering her going back to work but she they want to give stay out of work until the twins are in school. Also during the placement the parents made a very important decision that effects there life forever, they had decided that the father was going to get a vasectomy. They made that decision that they have had the number of children that they want for their family. The mother also gets allot of help from the family as both parent have parent walking distance from the house and the house is always full of family members.

Physical development: The different areas of development that the observations will be focused on are- physical development, this is divided into gross motor development, and how children grow and acquire physical skills, from gaining head control to full agility. Fine motor development linked with vision and hand-eye coordination.

(Frankel, Hobart, 2004)

A child’s physical development depends just as much on nurture as it does on nature. On the one hand a child is born with a genetic map that will guide such matters as height and general muscle development but on the other the child’s environment will influence overall health and activity levels which contribute to physical development. (http://www.kidsdevelopment.co.uk/EncourageChildsPhysicalDevelopment.html)

The developmental norm for a baby aged between Birth to 9 months are:

Birth gross motor reflexes – rooting, sucking and swallowing reflex. Grasp reflex. Walking reflex. Moro reflex
Birth fine motor reflexes – pupils reacting to light, open eyes when held upright, blinks or opens eyes wide to sudden sound, startle reaction to sudden sound, closing eyes to sudden bright light.
1 month gross motor reflexes – In prone, lifts chine. In supine, head moves from side to side. Arm and leg extended on face side. Begins to flex upper and lower limbs.
1 month fine motor reflexes – Hands fisted. Eyes move to dangling objects.
3 months gross motor reflexes – Held sitting, head straight, back and neck firm. Lower back still weak. When lying, pelvis is flat.
3 month fine motor reflexes – Grasps an object when placed in hand. Turns head right round to look at objects. Eye contact firmly established.
6 month gross motor reflexes – In supine, can lift head and shoulders. In prone, can rise up on hands. Sits with support. Kicks strongly. May roll over. When held, enjoys standing and jumping.
6 month fine motor reflexes – Has learned to grasp objects and passes toys from hand to hand. Visual sense well established. (Frankel, Hobart, 2004 p.178-179).

From Appendix 5 we can see that Child A has developed slower in the physical development area. She is able to do all the norms for a baby aged6 months but after 6 months her brother starts to develop quicker and we can see that may be crawling before she does. When observing Child A it seems that she doesn’t seem to understand where her feet are, is could be because of the Hypermobility is when Connective tissue proteins such as collagen give the body its intrinsic toughness. When they are differently formed, the results are mainly felt in the “moving parts” – the joints, muscles, tendons, ligaments – which are laxer and more fragile than is the case for most people. The result is joint laxity with hypermobility and with it comes vulnerability to the effects of injury. These may cause troublesome and persistent problems, but do not affect the vital organs and thus do not pose a serious threat to life. (http://www.hypermobility.org/whatishms.php). Child B is developing physically at a normal rate. Looking at appendix 5 we can see that he is eager to crawl and is progressing well. If I was to return to the placement family in a couple of months I predict that Child B will be crawling and able to sit unaided.

One of the many main theorist that surround child development is Jean Piaget he believed that, “knowledge comes from personal experiences”, he recognised four individual stages. The first two years of a child’s life the sensorimotor stage when babies and toddlers knowledge and understanding are chiefly drawn from physical action and their senses – sight sound taste touch and smell. He suggested that throughout this stage children remain egocentric but become aware of object permanence. (Pound, 2005, p.37) Piaget’s first stage of development (Sensorimotor stage) is only relevant to these observations as it is aimed at children aged from birth to 2 years old. This is the stage where a child does not know that physical objects remain in existence even when out of sight. (http://www.funderstanding.com/content/piaget)

Early on, children are only able to perceive things that are right in front of them, but as they mature, they understand that if a ball rolls under a chair and they can no longer see it, it still exists, under the chair. This is an especially important understanding for children, helping them to have an increased sense of safety and security since they can now grasp the fact that when mum leaves the room, she hasn’t disappeared, but will soon return. (http://www.kidsdevelopment.co.uk/EncourageChildsPhysicalDevelopment.html)

Both children seem to understand that when the toy is put behind mums back it’s not there, but they still try and reach for it as they know that mum is hiding it. But when the toys are packed away they understand that it’s gone.

At the beginning of the placement Child B would cry when mum left the round and he continuously looked around for her, towards the end of the placement he stopped doing this. The same thing happened when they were in the buggy, Child A and Child B should start to cry as they were unable to see mum but they both could hear here. Later this stopped.

Their ability to grasp objects is still developing and they are doing a lot of physical movement. They find comfort in playing with objects around them. Child A and Child B are developing an awareness of space from rolling from side to side and distance as they both reach for things. There is one toy that will engage both children’s interest and they seem to be comforted by this particular toy. The children’s mobility is developing as they are aware that reaching and moving will get them what they want and the satisfaction when this is achieved shows on their faces. Child B is able to handle and grasp object while Child A is struggling. The children become rigid, throw their limbs in the air when something has upset them, when they want to be picked up they reach out for the person.

Child A and Child B have been making eye contact with their peers giving them confidence, physical, psychological and emotional comfort. The children observed enjoy the company of others and like to copy facial expressions and sounds that those around them make.

Cognitive and Language development: Language development, which is from the first cry, through the growth of verbal communication skills, to true speech and understanding. Also Intellectual/cognitive development, the development of children’s ability to think and learn through interacting with their senses and experiences (Frankel, Hobart, 2004)

The developmental norm for a baby aged between Birth to 9 months are:

At birth – Cries vigorously with some variation in pitch and duration.
1 month – Cries become more differentiated to indicate needs. Stops and attends to voice, rattle and bell.
3 months – Regards hands with intense interest. Beginning to vocalize.
6 months – Finds feet interesting. Vocalises tunefully. Laughs in play. Screams with annoyance. Understands purpose of rattle. (Frankel, Hobart, 2004 p.178-179).

From Appendix 2 we can see that Child A is developing more in the communication area as she is chatting all the time and has already said “da da” several times. This is encouraged by the family. Child B is not developing as fast in the language norm as his sister as he is only communicating his feelings through crying and giggling, while Child A is able to chat and sing and is now developing coping noises.

Child B likes attention, looking at Appendix 2 we can see that he uses his crying language to gain attention and to be picked up. Burrhus Skinner worked on the Behaviourist theory, which humans act to avoid punishment and gain reward. Skinner emphasised reward. He believed that “punishment was counter-productive”. Skinner also applied behaviourism to language. He believed that all language was learned by reward. – How Children Learn, Linda Pound 2005. So Child B understands that his crying will eventually lead to reward of being picked up which is what he wants. The mother in the placement is trying to stop this as she believes that children should be left to entertain themselves.

Chomsky was so opposed to Skinner’s views that he developed a theory, based on the idea of language development as an innate process. He hypothesised that we are born with a ‘language acquisition device’ which gives us an inbuilt understanding of language structure. Noam Chomsky proposed that all humans have a LAD, (language acquisition device). The LAD contains knowledge of grammatical rules common to all languages. The LADA‚ also allows children to understand the rules of whatever language they are listening to. Chomsky also developed the concepts of transformational grammar, surface structure, and deep structure.

-www.languagedevelopment.tripod.com

Noam Chomsky’s theory that humans are born with a special biological brain mechanism, called a Language Acquisition Device (LAD). His theory supposes that the ability to learn language is inborn, that nature is more important than nurture and that experience using language is only necessary in order to activate the LAD. (Fifty Major Thinkers on Education from Confucius to Dewey, Joy. A. Palmer).

So therefore Child A and B are already aware to what is being said around them and have some understanding of language, they would definitely sense tone of voice and both children can recognise their mothers voice as a comfort noise.

Appendix 3 also shows cognitive development in that both children are use to their bath time routine and like the experience.

The children make sounds in social interaction. Their interaction with Child C (older sibling) creating interest and they enjoy interacting with her. Sound levels are intriguing when there is a sudden noise.

Lev Vygotsky is also another important child development theorist he emphasised the “importance of families, communities and other children’s influences on children”. Vygotsky believed that language and thinking were key; talking about everyday experiences would help children learn more about communication. The zone of proximal development is what a child can do alone and what they can do with someone more skilled or experienced. The social context for learning is when child learn through interaction with others. – How Children Learn, Linda Pound 2005.

Social and Emotional development: Emotional development, from initial total dependence to full independence and autonomy. Social development, from close bonding to full and rich relationships with a complex network of children and adults. (Frankel, Hobart, 2004)

The developmental norm for a baby aged between Birth to 9 months are:

At Birth – Bonding/attachment.
1 month – Watches mother’s face with increasing alert facial expression. Fleeting smile – may be wind.
3 months – Reacts with pleasure to familiar situations/routines.
6 months – Takes everything to mouth. Responds to different emotional tones to chief caregiver. (Frankel, Hobart, 2004 p.178-179).

Erik Erikson, whose influences mainly came from Anna Freud, Sigmund Freud’s daughter, was largely concerned with how personality and behaviour is influenced after birth, not before birth, and especially during childhood. In the ‘nature v nurture’ (genes v experience) debate, Erikson was firmly focused on nurture and experience. His theory of eight stages of ‘psychosocial development’ basically asserts that people experience eight ‘psychosocial crisis stages’ which significantly affect each person’s development and personality. -www.businessballs.com. Erikson created a wider and more educationally relevant theory of psychodynamics by integrating social and cultural factors into his writing. His work also stimulated interest in self-identity and adolescence. (Pound 2005) Erikson explained that things that happen when we are children affect us when we grow up. For example, we know that orphans who weren’t held or stroked as infants have an extremely hard time connecting with others when they become adults and have even died from lack of human contact.

During the first year of life, a baby forms their first feelings about the world and whether or not it is a safe place based on the level of consistent care provided by the primary caregivers. When trust develops successfully, the child gains a sense of security but if this sense is not developed, a fear and inner mistrust of the world is formed. Anxiety and insecurity are indicative of an unsuccessful beginning. (http://www.kidsdevelopment.co.uk/EriksonsPsychosocialDevelopmentTheory.html)

Babies like putting everything into their mouths, and their senses of taste, are the primary sensory organs until about the age of 8 months. And even afterwards it’s still a first stop in terms of exploring things (touch is a very important first sense, too).Mouths are useful for exploring the texture of things, too. As we can see from Appendix 2 and Appendix 6. Child A and Child B both like to explore objects by putting them into their mouths.

While Bronfenbrenner’s theory, in line with the social constructionist theories of Vygotsky, Urie Bronfenbrenner (1917-2005) developed the ecological systems theory to explain how everything in a child and the child’s environment affects how a child grows and develops. He labelled different aspects or levels of the environment that influence children’s development, including the Microsystems, the mesosystem, the exosystem, and the macrosystem. (http://www.mentalhelp.net/)

Child A and Child B are beginning to understand their environment as the family have a routine, which we can see from Appendix 4, that the children are aware of the routine and that putting them down on the carpet means time to move about.

Jay Belsky believed in “high-quality child care”, he produced an evaluation of the Sure Start programme and a report published in 2005 inform that in Sure Start areas the most underprivileged groups had managed rather worse that similar groups in non-Sure Start areas. The next report issued in 2008 showed much greater improvements. Belsky reported that “the risks are that more hours in any kind of childcare across the first four-and-a-half years of life and, independently, the more time in childcare centres, the higher the levels of problem behaviour(and) that children who spend more time in non-maternal care through their infancy, toddler and pre-school years experience somewhat less harmonious mother-child relationships through their first three years. They start school being somewhat more aggressive and disobedient than children with less non-maternal experience.” – How Children Learn 3, Linda Pound 2005. Appendix 4 shows that Child C attained a child minder on Wednesdays. The placement mother has spoken about her believes in making her children more independent which is why her first two children have gone to a child minder one day a week and she is going to take the twins to a child minder to. As she thinks “it is good for the children to be able to interact with other people not just mummy, it helps them build confidence”.

There is a definite attachment with the mother and the children but there is also an attachment with the older siblings and the grandmother, who visits a lot.

John Bowlby developed the Attachment Theory, when children show preferences for closeness to a small number of adults and these attachments are a normal and universal part of human development. We need that attachment from birth as babies seek out such attachment with the aim of being fed and protected as it brings the feeling of being safe. The attachments we have at childhood may determine our relationships as adults. – How children Learn, Linda Pound 2005.

From comparing the observations to the EYFS (Early Years Foundation Stage) Child A and Child B are developing an understanding of themselves and what they are capable of doing. This is recognisable during observing them in all types of situation such as carpet time, bath time and feeding.

Recommendation are to let the children continue to stretch and grab things on the carpet, maybe using different material such as shining objects, crinkly objects, light, soft and heavy objects, to encourage the children to be confident and explore new objects.

Babies need to develop some sense of self-identity in order to develop self-confidence and self-esteem. A starting point in this journey is to find ways of helping babies recognise themselves. (Practical EYFS Handbook, Penny Tassoni). Child B is finding it harder to gain confidence in playing solely so the mothers approach to encouraging him to do so is an ongoing process, babies cry fact but Child B needs to learn that he can’t be cuddled all the time. Letting children touch things to work out for themselves what it is and letting them choose what they want and not giving in to their cry if they can’t reach as they might if you give them time.

Playing games with the Child A such as touching the parts of the body as you say them will help them to develop a greater understanding of where their body parts are and helps to create a happy game to play. Also playing feet moving games and moving her legs around helps stimulate her limbs. Being physical and close to your children and making eye contact with them and having conversations with them about anything provide ideal opportunities to develop language skills, especially with Child B. Using key words helps babies to develop language and singing songs and rhyming. Child B is also call another nick name which is endearing but may confuse him in developing recognition of his name.

Through this observations they have lead me to believe that the children are at a normal level of development, Child A is less able to grasp an hold object and her physical development is less than Child B, as Child A has Hyper mobility which means that she will develop physical ability such as standing, crawling and sitting up straight slower than her brother (Child B). But she is communicating and talking more than her brother which could indicate that she is developing quicker in the language and communication area. There is nothing to worry about with the children’s development rate although one is developing quicker at something then the other could be because of the fact that one has hypermobility so she will definitely take longer to develop physically but also because one is female and the other male may also be a factor.

The role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and resourcing a challenging environment which supports children and extends specific areas of learning and extends and develops children’s language and communication in their play in a safe environment.

The observations taken have helped explain why the children carry out certain behaviour and have leaded me to understand more about child development theory. The most success full observation was the checklist type as it gave me direct answer, the free disruption was effective but I felt that I was missing things as they happened as I was still writing when they happened.

Throughout the placement I have enjoyed the experience and I have gained experience with babies and have found that they are not as fragile as I first thought and that I do understand what their noises mean and I can distinguish between a “hungry cry” and “I’m sad I need attention”, cry. I have also learned that it is healthy for babies not to be seen to straight away when they first start to cry, that they can indeed sort themselves out and ignoring and leaving the children to cry helps them to become more independent.

This research will focus on young students with Attention Deficit Hypertension Disorder (ADHD). This disorder can be detrimental to a young child social and academic growth. Peer involvement is a very essential ingredient to growing socially and academically which is a part of cognitive development. Throughout this paper I will identify ways to help students with ADHD successfully succeed.

Is it too late? Many parents, teachers, and friends wonder is it too late to gain control of this life changing disorder known as Attention Deficit Hyperactivity Disorder (ADHD). The answer is no. It is not too late to gain control of ADHD. ADHD could take on other characteristic such as “poor sustained attention and vigilance and diminished rule-governed behavior.” (Gottlieb, Shoaf & Risa,2006, pg.53) There are many practices which could be used in order to help the child with ADHD. One important part of growing could be affected by ADHD and it is cognitive development. As mentioned by a textbook, cognitive development is the structure of processing thought and how knowledge is gain and understood through interaction according to (Vaughn, Bos, Schumm, 2003, pg.55). Cognitive development is learned and is build upon throughout life. Studies have shown how the area of a social and academic aspect of cognitive development can be interrupted by ADHD. The disorder can pose a barrier between behaving expectantly and behaving against what is expected. Research has given many practices which could be used to help a student with ADHD.

There are many reading ( I don’t think you need to state anything about your readings or books, just quote them if you use it) of how to control this disorder and readings of how to suppress this disorder. Depending on the child the method used to help the child may differ. David Gottlieb, Ph. D. Thomas Shoaf, M.D. and Risa Graff, M.A. (put the year in here) took part in writing “Why is My Child ADHD not better yet?” This book addresses many traits which may be exhibited from a child with ADHD. It discusses how to teach a child to control certain behaviors as well as how long it may take to break those behaviors.( How, you could talk about how it breaks it down) Another reading which I( you cannot use the word “I” in your paper) will refer back to is a textbook titled “Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom 3rd. Edition” ( no ” in the title) by Sharon Vaughn, Candace S. Bos, Jeanne Shay Schumm. This reading describes many types on disorders including ADHD. It also breaks down the definition of this disorder and gives examples of how children with ADHD may behave when surrounded by peers. There is a few more reading I may refer to but these are the two which address more realistic traits and realistic ways of helping children without the use of medicines.

The first part of treating the disorder is to build cognitive strategies, which helps to recognize that there is an extreme problem with behavior. This should be a family involvement. Not only should the child know when ADHD is in control but the family needs to also know when not to add more stress to the child. The world family in this instance refers to anyone involved with this child. The family should also define what is not acceptable and what actions should take place after such behaviors are observed. As mentioned in the first part of this paragraph; the first step is to make the child aware of their behavior during all types of emotional experiences. For example the child needs to know how they act when ADHD takes control of them. The child needs to learn how this feels so that once it happens they will know how to control it rather than it (ADHD) controlling them (child). There are many ways to teach the child how to realize what type of behavior they are displaying. As mentioned in “Why is my child’s ADHA not better yet?”( you do not need the title of the book since you stated early, you only need this (Gottlieb, Shoaf & Risa,2006, pg.53) the authors state ways to help the child visually see or hear a description of their behavior. First practice was to use picture cards which show different mood or which displays different emotions. Another way was to use color word phrases such as “red hot” meaning very mad (Gottlieb, Shoaf & Risa,2006, pg.55). The main idea behind this is for self recognition. This teaches the child how to label their emotions. Being able to know there is a behavioral problem before the problem and knowing what kind of emotion is being displayed is needed in order to make corrections.

The first step to helping a child with ADHD is to accept that the child has a disorder. Most parents refuses to accept the disorder which creates more problems. Instead of trying to correct and replace negative behavior with right and positive behavior, the parent tries reinforcement or punishments which makes the child decrease or eliminate that action or reaction completely. That is not the outcome needed in order for that child to progress. Parents could start assisting their child with ADHD in everything, just to see when the child acts out, before the child enters a public setting. This way the parent could help the child replace that negative action or reaction with a positive action or reaction. Parents could try to sit and talk with the child find out what bothers them and how could it be fixed. This way the child has already faced whatever bothers them ahead of time.

Self recognition of ADHD behavioral problems is followed by self corrections. Before making correction the family needs to explain how the reward of self correction works. Once the child continues to display such acceptable behavior then the rewarding such slowly subside. While correcting unacceptable or unexpected behavior more time and patience will be needed from the family. Once the family sees the child getting frustrated they should let the child known in a discrete way what type of behavior they are displaying. This is just to let the child know what type of behavior they are displaying. This is not to discourage the child. Once the child sees what type of mood they are exhibiting then show child things they could do in order to display a behavior much different than the current behavior. Teaching the child how to self recognize and self correct are cognitive strategies that will be needed in order to hold a respectful social interaction with peers.

Once this is set in place the child will be able to recognize when they are beginning to get upset and before any unacceptable behavior is brought forth the child would administer self correction. This will keep the child from being outcast by peers, and will help the child concentrate on tasks at hand. By controlling a behavior before it is recognized by others will build self confidence. The hyperactivity part of ADHD describes the behavior of the student with this disorder. It represents the child’s fidgeting or squirming, difficult time remaining on task, difficult playing quietly, talking too much, and but not limited to interrupting other students conversation. The child will feel a sense of self control over the disorder. One of the key ingredients in academic success for young students is peer involvement. Being accepted and not ignored during school hours. Peer involvement includes group discussion during class, social time during lunch, teamwork during physical education and most of all the personal time during recess. A student with ADHD will struggle to fit in with peers if they do not have cognitive strategies of controlling their ADHD. Control of this disorder means being able to communicate with others without getting overly excited, remaining on task during assignments, remaining alert, and focusing while the teacher is teaching (Vaughn, Bos, Schumm, 2003, pg.55) Having control of the disorder will reduce peer rejection, increase attention spans, and increase classroom involvement. This will increase the child’s chances of succeeding academically.

The beginning of this paper mentioned that researchers have studied how the social and academic part of cognitive development is affected by ADHD. The reading mentioned many ways of gaining control of the disorder. A couple of practices were mentioned learning how early elementary students with ADHD interact socially among peers. The way students interact socially will forever go through changes and more research will be researched. It is known that social interaction is critical to how students learn certain lifelong traits. Students need traits like understanding that others have feeling, being independent, and having self confidence. All these traits are necessary to succeed in life. Students now mature early, so it is important to install in them the correct way to social interact. It is like any other student not one student will be exactly like another student. Students with ADHD and students without need the knowledge of how to treat others and how to accept others. Students with ADHD should not struggle with being accepted by peers. It will take a group effort to help students with ADHD because it is a important make students feel accepted especially while in a school setting