CHILD

A “child” is not necessarily
delineated by a fixed age.
According to the scientists, it is
impossible to determine the
abilities and maturities of children
by his/her calender age.

RIGHTS ARE LEGAL, SOCIAL, OR ETHICAL PRINCIPLES OF
FREEDOM ABOUT WHAT IS ALLOWED OF PEOPLE OR OWED
TO PEOPLE, ACCORDING TO SOME LEGAL SYSTEM, SOCIAL
CONVENTION, OR ETHICAL THEORY.
Rights are protections against
laws and other powers of the
government.
Law is the way to make right
legal by constitution in written
form
"A child is any human being below
the age of eighteen years.
Child Rights are fundamental
freedoms and the inherent rights
of all human beings below the age
of 18.
The Charter of Child Rights (CRC)
is built on the principle that "ALL
children are born with
fundamental freedoms and ALL
human beings have some
inherent rights".

IMPORTANCE OF CHILD RIGHT
IN REALITY
 children have been abused and exploited.
Suffer from hunger and homelessness,
work in harmful conditions, high infant
mortality, deficient health care and limited
opportunities for basic education.
2 million Indian babies will die before they
celebrate their first birthday.
More girl children will be killed at birth
than in any previous year.
At least 35 million children aged 6 – 14
years will not be in school.
17 million children in India work
Childhood can and must be preserved.
Children have the right to survive,
develop, be protected and participate in
decisions that impact their lives.
Their lives should mature gradually, as
they gain new experiences.

CRY AND CHILD
RIGHT
Founder(s) Rippan Kapur
Type Community Service
Founded 1979
Headquarters Mumbai, India
Branches -
Bangalore,Chennai,
Delhi, Kolkata
Key people raijain mandarica
Focus Children's Rights
Method Partnership with
NGOs
Revenue ~Rs.36 crores
Employees 150
Motto Stand up for what is
right
CRY is Child right and you.
Non-profit organization in India that
aims to restore children's rights in India.
Primary source of revenue - donations by
individuals and organizations
CRY’s role is to support for this cause by
speaking out, demanding, negotiating as
required with the relevant state or citizen
bodies for the rights of children.
CRY started work on empowering under-
privileged children and the communities
they belonged to by actively partnering
smaller / grassroots-level NGOs working in
remote and neglected areas of India.

THE RIGHT TO EDUCATION:
50% of Indian children aged 6-18 do not go to school
Dropout rates increase alarmingly in class III to V, its 50% for
boys, 58% for girls.
THE RIGHT TO EXPRESSION:
Right to express himself freely in which ever way he likes.
Majority of children however are exploited by their elders
and not allowed to express.
THE RIGHT TO NUTRITION:
More than 50% of India's children are malnourished.
While one in every five adolescent boys is malnourished,
one in every two girls in India is undernourished.
THE RIGHT TO HEALTH & CARE:
58% -below the age of 2 years are not fully vaccinated.
24% -do not receive any form of vaccination.
Over 60% -are anemic.

THE RIGHT TO PROTECTION FROM EXPLOITATION
 17 million work as per official estimates.
Children put in an average of 21 hours of labour
per week.
THE RIGHT TO DEVELOPMENT:
Every child has the right to development that lets the
child explore her/his full potential..
THE RIGHT TO NAME & NATIONLITY :
Every child has a right to identify himself with a nation.
A vast majority of underprivileged children in India are
treated like commodities and exported to other countries
as labour or prostitutes.
THE RIGHT TO SURVIVAL:
Of the 12 million girls born in India, 3 million do not see
their fifteenth birthday.
A million of them are unable to survive even their first
birthday.
Every sixth girl child's death is due to gender
discrimination.

Project H.O.P.E.
(Helping Other People Eat)
makes yearly donations to
homeless shelters in our community,
 Allowing employees to donate
their time to the help the lives of
those less fortunate.
SAVE THE CHILDREN:
 world’s leading
independent organization for children.
Aim-every child attains the right to survival,
protection, development and participation.
Actively works with the communities, the State
governments and the National government to bring
lasting changes for the most marginalised children
by:
•Providing them with immunisation and nutrition.
•Chance to join formal school.
•Exposing and preventing exploitative child labour
practices and running prevention programs.
SOCIAL RESPONSIBILITY
It our responsibility and priveledge to help resolve social issues faced within our community,
and strengthen them through our dedicated community service.

SPECIAL INITIATIVES
NATIONAL COMMISSION FOR WOMEN (JANUARY
1992)-
Constitutional and legal safeguards provided for
women, review the existing legislation to suggest
amendments wherever necessary, etc.
NATIONAL PLAN OF ACTION FOR THE GIRL CHILD
(1991-2000)-
Survival, protection and development of the girl child
with the ultimate objective of building up a better
future for the girl child.
NATIONAL POLICY FOR THE EMPOWERMENT OF
WOMEN (2001)-
• Prepared by-Department of Women & Child
Development in the Ministry of Human Resource
Development .
• Goal-advancement, development and empowerment of
women.

• What is child
labour?
• Causes of child
labour.
• How many are
there?
• Child labour in
statistics.
• Child labour in India.
• Regulation and
prohibition act.
• Conclusion.

What is child
labour?
 “Child labour” is
generally speaking,
work for children that
harms them or exploits
them in someway
(physically, mentally,
morally or by blocking
access to education).
 It is the work that
exceeds a minimum
number of hours
depending on the age
of a child and on the
type of work

61% in Asia, 32% in Africa, and 7% in Latin
America, 1% in US, Canada, Europe and other
wealthy nations.
In Asia, 22% of the workforce is children. In Latin
America, 17% of the workforce is children.
246 million child workers aged 5 and 17 were
involved in child labour.
Out of which 171 million were involved in work that
by its nature is hazardous

According to certain
experts approximately 10
million bonded children
labourers are working as
dome In South Asia.
Beyond this there are
almost 55 million bonded
child labourers hired across
various other industries.
Less than 5% of child
labourers make products for
export to other countries.

Child labour statistics
 One in every six children
aged 5 to 17 worldwide is
exploited by child labour.
 There are approximately 9
million children involved in
the unconditional worst
forms of child labour.
 In Sub-Saharan Africa
around one in three
children are engaged in
child labour, representing
69 million children.
 In South Asia, another 44
million are engaged in child
labour.

Child labour in
India
INDIA accounts for the
second highest number where
child labour in the world.
Africa accounts for the
highest number of children
employed and exploited.
According to certain experts
approximately 10 million
bonded children labourers are
working as domestic servants in
India.
Beyond this there are almost
55 million bonded child
labourers hired across various
other industries.

Regulation and prohibition act
This was declared by
the parliament on 23rd
December, 1986.
It includes
Prohibition of
employment of
children in certain
occupations and
processes.
No child shall be
employed or permitted
to work in any of the
occupations which are
hazardous by its nature.

Conclusion
The social malady of child
labour can be brought under
control, if each individual
takes responsibility of
reporting about anyone
employing a child below the
age of 14years.
Thus, instead of ignoring on
should find out about
reporting child labour and
how such children can
actually be saved.
Child labour can be
controlled if the government
functions effectively with the
support of the public.

 Definition:
 Change in the child that occurs over time. Changes
follow an orderly pattern that moves toward greater
complexity and enhances survival.
 Periods of development:
 Prenatal period: from conception to birth
 Infancy and toddlerhood: birth to 2 years
 Early childhood: 2-6 years old
 Middle childhood: 6-12 years old
 Adolescence: 12-19 years old

Development is described in three domains, but growth
in one domain influences the other domains.
 Physical Domain:
 body size, body proportions, appearance, brain development, motor
development, perception capacities, physical health.
 Cognitive Domain:
 thought processes and intellectual abilities including attention, memory,
problem solving, imagination, creativity, academic and everyday
knowledge, met cognition, and language.
 Social/Emotional Domain:
 self-knowledge (self-esteem, met cognition, sexual identity, ethnic identity),
moral reasoning, understanding and expression of emotions, self-
regulation, temperament, understanding others, interpersonal skills, and
friendships.

 Preformationism: children seen as little adults.
 Childhood is not a unique phase.
 Children were cared for until they could begin caring
for themselves, around 7 years old.
 Children treated as adults (e.g. their clothing, worked
at adult jobs, could be married, were made into
kings, were imprisoned or hanged as adults.)

 Puritan religion influenced how children were
viewed.
 Children were born evil, and must be civilized.
 A goal emerged to raise children effectively.
 Special books were designed for children.

 John Locke believed in tabula
rasa
 Children develop in response to
nurturing.
 Forerunner of behaviorism
www.cooperativeindividualism.org/ locke-john.jpg

Theories about children's development expanded
around the world.
 Childhood was seen as worthy of special attention.
 Laws were passed to protect children,

Beliefs focus on the formation of personality.
According to this approach, children move through
various stages, confronting conflicts between
biological drives and social expectations.

Psychosexual Theory
 Was based on his
therapy with troubled
adults.
 He emphasized that a
child's personality is
formed by the ways
which his parents
managed his sexual and
aggressive drives.

Psychosocial Theory
 Expanded on Freud's theories.
 Believed that development is life-long.
 Emphasized that at each stage, the child
acquires attitudes and skills resulting from the
successful negotiation of the psychological
conflict.
 Identified 8 stages:
 Basic trust vs. mistrust (birth - 1 year)
 Autonomy vs. shame and doubt (ages 1-3)
 Initiative vs. guilt (ages 3-6)
 Industry vs. inferiority (ages 6-11)
 Identity vs. identity confusion (adolescence)
 Intimacy vs. isolation (young adulthood)
 Generatively vs. stagnation (middle adulthood)
 Integrity vs. despair (the elderly)

Beliefs that describe the importance of the
environment and nurturing in the growth of a
child.

 Developed as a response to
psychoanalytical theories.
 Behaviorism became the dominant view
from the 1920's to 1960's.

 Proposed that children "operate" on their
environment, operational conditioning.
 Believed that learning could be broken down into
smaller tasks, and that offering immediate rewards
for accomplishments would stimulate further
learning.

Belief that heredity and innate biological processes govern
growth.

 Believed there is a predetermined biological
timetable.
 Hall and Gesell were proponents of the normative
approach to child study: using age-related averages
of children's growth and behaviors to define what is
normal.

 Examines how behavior is determined by a
species' need for survival.
 Has its roots in Charles Darwin's research.
 Describes a "critical period" or "sensitive
period,” for learning

 Ethologist,
known for his
research on
imprinting.

Beliefs that describe how children learn

Cognitive development
theory
 Children "construct" their
understanding of the world through
their active involvement and
interactions.
 Studied his 3 children to focus not
on what they knew but how they
knew it.
 Described children's understanding
as their "schemas” and how they
use:
 assimilation
 accommodation.

 Sensori-motor
 Ages birth - 2: the infant uses his senses and motor abilities
to understand the world
 Preoperation
 Ages 2-7: the child uses metal representations of objects
and is able to use symbolic thought and language
 Concrete operations
 Ages 7-11; the child uses logical operations or principles
when solving problems
 Formal operations
 Ages 12 up; the use of logical operations in a systematic
fashion and with the ability to use abstractions

The belief that development can't be explained by a single
concept, but rather by a complex system.

Ecological Systems Theory
 The varied systems of the
environment and the
interrelationships among the
systems shape a child's
development.
 Both the environment and biology
influence the child's development.
 The environment affects the child
and the child influences the
environment.

 The Microsystems - activities and interactions in the child's immediate
surroundings: parents, school, friends, etc.
 The ecosystem - relationships among the entities involved in the child's
Microsystems: parents' interactions with teachers, a school's
interactions with the daycare provider
 The ecosystems - social institutions which affect children indirectly: the
parents' work settings and policies, extended family networks, mass
media, community resources
 The macro system - broader cultural values, laws and governmental
resources
 The chronosystem - changes which occur during a child's life, both
personally, like the birth of a sibling and culturally, like the Iraqi war.

CHILD

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CHILD