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IT3 FRANCESCO

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Article 20: Children deprived of their family environment

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Article 20 concerns children who are temporarily or permanently unable to live with their families, either because of circumstances such as death, abandonment or displacement, or because the State has determined that they must be removed for their best interests....

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UNICEF | Children's Rights & Emergency Relief Organization

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Protecting children's rights

Human rights apply to all age groups; children have the same general human rights as adults. In 1989, however, world leaders decided that children needed a special convention just for them because people under 18 years old often need special care and protection that adults do not. The leaders also wanted to make sure that the world recognized that children have human rights too. The Convention on the Rights of the Child (CRC) is the first legally binding international instrument to incorporate the full range of human rights-including civil, cultural, economic, political and social rights.
Children's rights in the human rights framework

The Convention on the Rights of the Child sets out the rights that must be realized for children to develop their full potential, free from hunger and want, neglect and abuse. It reflects a new vision of the child. Children are neither the property of their parents nor are they helpless objects of charity. They are human beings and are the subject of their own rights. The Convention offers a vision of the child as an individual and as a member of a family and community, with rights and responsibilities appropriate to his or her age and stage of development. By recognizing children's rights in this way, the Convention firmly sets the focus on the whole child.

The Convention and its acceptance by so many countries has heightened recognition of the fundamental human dignity of all children and the urgency of ensuring their well-being and development. The Convention makes clear the idea that a basic quality of life should be the right of all children, rather than a privilege enjoyed by a few.
From abstract rights to realities

Despite the existence of rights, children suffer from poverty, homelessness, abuse, neglect, preventable diseases, unequal access to education and justice systems that do not recognize their special needs. These are problems that occur in both industrialized and developing countries.

The near-universal ratification of the Convention reflects a global commitment to the principles of children's rights. By ratifying the Convention, governments state their intention to put this commitment into practice. State parties are obligated to amend and create laws and policies to fully implement the Convention; they must consider all actions taken in light of the best interests of the child.

The task, however, must engage not just governments but all members of society. The standards and principles articulated in the Convention can only become a reality when they are respected by everyone-within the family, in schools and other institutions that provide services for children, in communities and at all levels of administration.

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Human rights apply to all age groups; children have the same general human rights as adults. In 1989, however, world leaders decided that children needed a special convention just for them because people under 18 years old often need special care and protection that adults do not.

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IT3 luca IT3 gianmarco

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IT3 luca IT3 gianmarco

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See what children with disabilities can do

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Il diritto a dedicarsi al gioco, articolo 31

La Convenzione ONU dei diritti dell'infanzia del 1989 afferma che i bambini hanno diritto all'istruzione (art. 28), al gioco, al riposo, al divertimento e a dedicarsi alle attività che più gli piacciono (art. 31). Due diritti di ugual peso e di ugual importanza. Per cui se le mattinate feriali e per nove mesi sono della scuola, i pomeriggi, i fine settimana e le vacanze dovrebbero essere dei bambini e dovrebbero decidere loro come utilizzarli. Non penso che il suggerimento debba essere di giocare solo e sempre con la palla, ma di utilizzare il tempo con una sostanziale libertà per fare quello che piace di più: esplorare, visitare, leggere, disegnare, fotografare, raccogliere oggetti e giocare fuori con gli altri.

Ma i bambini sanno che non è affatto così, che gli adulti non li considerano uguali perché a scuola bisogna andare tutti i giorni e, tutti i pomeriggi, nei giorni festivi e nelle vacanze bisogna fare i compiti per casa e spesso per il gioco non rimane tempo. "Per gli insegnanti lo studio è importante perché ci prepara per il futuro, invece giocare si gioca solo da bambini e per questo non conta niente" diceva Silvia, una bambina del Consiglio dei bambini di Roma.

L'opinione della scienza

La scienza non condivide questa opinione degli adulti.
Nella descrizione dello sviluppo che fa la ricerca scientifica è proprio nei primi giorni, nei primi mesi e nei primi anni che lo sviluppo è più rapido e più importante. Prima che un bambino o una bambina entrino per la prima volta in una aula scolastica, le cose più importanti sono già successe: gli apprendimenti più importanti, le fondamenta sulle quali tutta la conoscenza successiva dovrà costruirsi sono già acquisiti o difficilmente potranno essere recuperati.
Questo enorme lavoro cognitivo e sociale avviene principalmente giocando.
Il bambino e la bambina vivono nel gioco un'esperienza rara nella vita degli esseri umani: quella di confrontarsi da soli con la complessità del mondo. Giocare significa ritagliarsi ogni volta un pezzetto di questo mondo: un pezzetto che comprenderà un amico, degli oggetti, delle regole, uno spazio da occupare, un tempo da amministrare, dei rischi da correre. Con una libertà totale, perché quello che non si può fare, si può inventare. E il motore che spinge questa esperienza è il più potente che l'essere umano conosca: il piacere. È per questo che un bambino o una bambina per giocare possono anche dimenticarsi di mangiare o di fare la pipì.

Cosa significa giocare

Perché i bambini possano vivere pienamente l'esperienza di gioco debbono realizzarsi alcune condizioni. Debbono poter essere sufficientemente autonomi, avere un tempo libero da amministrare, poter scegliere il luogo adatto per il gioco scelto e vivere queste condizioni insieme ad altri bambini. Quindi per poter giocare occorre poter uscire di casa senza essere accompagnati, cercarsi delle amiche o degli amici e dedicare al gioco un tempo libero da altri impegni in un posto adeguato.

Giocare significa vivere l'esperienza dell'avventura, della scoperta, dell'ostacolo, del rischio. Il piacere si riuscire a fare quello che ieri non si era capaci di fare o la frustrazione di non riuscirci. Alla domanda "Che cosa è il gioco per un bambino?" la psichiatra infantile Françoise Dolto rispose: "Direi che è godere della realizzazione di un desiderio attraverso dei rischi". Il rischio, componente essenziale del gioco, non sarebbe possibile se ci fosse un adulto presente che accompagna e vigila.
Naturalmente questa esperienza necessariamente libera e autonoma sarà vissuta all'interno di regole temporali, spaziali e sociali definite dalla famiglia, e dovrà prevedere che al rientro a casa stanchi e forse sporchi ci siano tante cose da raccontare.

Il gioco e la scuola

Anche la scuola dovrebbe essere interessata all'esperienza di gioco dei suoi alunni, perché solo se potranno vivere i loro pomeriggi, fine settimana e vacanze giocando i bambini potranno avere qualcosa di interessante da portare a scuola come materiali di lavoro: le loro osservazioni, scoperte, sorprese, meraviglie. Se la scuola non potrà avere questo contributo dovrà tornare ai suoi programmi e ai libri di testo ed essere una cattiva scuola. Se vorrà avere questo contributo non dovrà occupare il tempo dei bambini con i compiti per casa.

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Il diritto al gioco Il diritto a dedicarsi al gioco, articolo 31 La Convenzione ONU dei diritti dell'infanzia del 1989 afferma che i bambini hanno diritto all'istruzione (art. 28), al gioco, al riposo, al divertimento e a dedicarsi alle attività che più gli piacciono (art. 31).

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diferences between adoption and foster care

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Definice, rozdíl - osvojení, adopce, pěstounská péče, opatrovnictví, poručnictví - MUDr. Zbyněk Mlčoch

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Stránka podává definici a popisuje rozdíly mezi osvojením (adopcí), pěstounskou péčí, opatrovnictvím a poručnictvím. Poposuje rozdíly mezi osvojením

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adoption

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Základní pojmy | Adopce.com - projekt náhradní rodinné péče

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O osvojení rozhoduje soud. Před rozhodnutím soudu o osvojení musí být dítě po dobu nejméně šesti měsíců v péči budoucího osvojitele, a to na jeho náklady. Tato podmínka je splněna, jestliže po tuto dobu o dítě na vlastní náklady pečoval pěstoun, poručník nebo jiná fyzická osoba, která se rozhodla dítě osvojit.

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adoption

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Úvodní stránka projektu adopce.com | Adopce.com - projekt náhradní rodinné péče

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Informačně vzdělávací projekt o náhradní rodinné péči určený zájemcům o osvojení dítěte(adopci), pěstounskou péči i pro širokou veřejnost.

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adoption

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Zájemců o adopci je více než osvojitelných dětí. Páry čekají roky, často se rozhodnou jen pro pěstounskou péči

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Jana a Jiří chtěli k vlastnímu synovi další dítě adoptovat. Když ale zjistili, že by čekali až deset let, rozhodli se pro pěstounskou péči. Žadatelů o adopci je každoročně více než adoptovaných dětí. Takzvaně právně volných dětí, které lze osvojit, je naopak čím dál méně, klade se větší důraz na práci s biologickými rodiči.

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Nález se přímo nevztahuje ke společnému osvojení, které občanský zákoník vztahuje pouze na manželské, tedy heterosexuální páry. Jde jen o individuální adopci jedním osvojitelem. Nález tedy přímo nedopadá ani na situace, kdy registrovaný partner chce osvojit partnerovo dítě. V případě individuální adopce totiž dochází ze zákona k zániku příbuzenského poměru mezi dítětem a jeho biologickým rodičem či rodiči.

Nález je klíčový nejen pro registrované homosexuály, kterých je v Česku celkově přes 1 800, ale i pro dvojice, které s registrací kvůli nemožnosti adopce otálely. Dosud totiž měli možnost o ni požádat pouze manželé, partneři a jednotlivci. Podle Ústavního soudu (ÚS) odporoval zákaz adopcí registrovanými partnery právu na lidskou důstojnost. Z lidí, kterých se týkal, dělal lidi „druhého řádu", a to bez jasného důvodu, uvedl soud v odůvodnění.

„Za situace, kdy podle občanského zákoníku platí, že se manželé, anebo jeden z manželů, mohou stát osvojiteli, a ve výjimečném případě se jím může stát i jedinec, neshledali jsme jediný rozumný důvod, proč by tímto jedincem nemohl být někdo, kdo žije v registrovaném partnerství," vysvětlil soudce zpravodaj Vojtěch Šimíček.

Podle nálezu pléna Ústavní soud nemůže přehlížet, že se mění soužití lidí, že stále více osob žije jako singles, nesezdaných párů je skoro stejně jako sezdaných a rozvod manželství je vnímán jako něco téměř přirozeného. Na druhé straně však zdůrazňuje, že nespatřuje sebemenší důvod, pro který by měl i on sám k erozi tradičního pojetí rodiny a její funkce aktivně přispívat.

„Z dnešního nálezu neplyne právo na společné osvojení dítěte, to podle občanského zákoníku nadále zůstává jenom manželům. Z ústavního pořádku plyne preference manželství a rodiny a registrované partnerství ani jiné alternativní formy soužití jim nejsou postaveny na roveň," zdůraznil.

Nález k adopcím doplňují odlišná stanoviska čtyř soudců. Podle Vladimíra Sládečka měl ÚS nechat úpravu na politicích, Ludvík David má zase výhrady ke konzervativním dovětkům.

Advokát: Ještě nemáme vyhráno

ÚS svým nálezem vyhověl Městskému soudu v Praze. Ten návrh na zrušení sporného ustanovení předložil v souvislosti s případem Pražana Petra Laně, který před lety požádal o zařazení do evidence žadatelů vhodných stát se osvojiteli. Odbor sociální péče Prahy 13 však správní řízení zastavil, protože s partnerem žije v registrovaném partnerství.

Když Laně neuspěl s odvoláním na pražském magistrátu, následovala žaloba k městskému soudu, který se však rovnou obrátil na ÚS s argumentem, že ustanovení považuje mimo jiné za rozporné s Listinou základních práv a svobod, která zakazuje diskriminaci.

„Jsem šťasten a myslím, že i náš klient. Rozhodnutí vítáme, ale nemáme zdaleka vyhráno, protože úprav, které jsou odlišné mezi manželstvím a registrovaným partnerstvím, je mnohem víc," uvedl advokát žalobce Petr Kalla. „Budeme studovat odůvodnění, považujeme ale za zásadní, že ÚS ve svém prvním rozhodnutí ve věcech registrovaného partnerství rozhodl takto."

Zákon o registrovaném partnerství v Česku platí od léta 2006.

Rozhodnutí podle Kally přichází 28. června docela symbolicky. „Ve stejný den roku 1969 proběhly stonewallské události, což byl první okamžik, kdy se gayové a lesby zvedli proti moci po razii v klubu v USA. Od té doby začala éra pochodů hrdosti a aktivismu," připomněl.

Problémem plynoucím ze zrušeného ustanovení byla podle něj především stigmatizace, o které se soud v nálezu také zmiňuje. „Známe mnoho lidí, kteří chtěli vstoupit do závazku, podělit se tím o svá práva a povinnosti, ale přesto jim nebylo umožněno, aby v tomto stavu mohli osvojit dítě," doplnil advokát.

Vláda projedná novelu zákona

Ministr pro lidská práva Jiří Dienstbier ve spolupráci s ministrem spravedlnosti Robertem Pelikánem také připravili novelu zákona o registrovaném partnerství, jejíž schválení by registrovaným partnerům umožnilo osvojení biologického dítěte partnera. Vláda by o ní měla rozhodovat v řádu týdnů.

„V novele jde především o zrovnoprávnění těchto dětí, které mají menší právní ochranu než děti, k nimž mají právní vztah oba rodiče. Musím se přiznat, že mně by nevadilo ani plné zrovnoprávnění registrovaných partnerů s manželi a přiznání možnosti společného osvojení, ale nemyslím si, že by tady pro to byla politická vůle," uvedl Dienstbier v úterý odpoledne během briefingu.

I on rozhodnutí Ústavního soudu přivítal. „Ustanovení jsem dlouhodobě považoval za neústavní, proto jsem rád, že bylo zrušeno. Dobré rodinné zázemí bez ohledu na sexuální orientaci rodičů je pro dítě mnohem lepší než vyrůstat v ústavu," dodal.

„Za připravenými novelami pevně stojíme a doufáme, že rozhodnutí Ústavního soudu jejich prosazovaní napomůže. Domnívám se, že by nález soudu mohl usnadnit některým politikům jejich další rozhodování," dodal Kalla.

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I registrovaní homosexuálové mohou adoptovat děti, rozhodl Ústavní soud - iDNES.cz

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Nález se přímo nevztahuje ke společnému osvojení, které občanský zákoník vztahuje pouze na manželské, tedy heterosexuální páry. Jde jen o individuální adopci jedním osvojitelem. Nález tedy přímo nedopadá ani na situace, kdy registrovaný partner chce osvojit partnerovo dítě. V případě individuální adopce totiž dochází ze zákona k zániku příbuzenského poměru mezi dítětem a jeho biologickým rodičem či rodiči.

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This article is about summer camps for poor children. They can be in the summer with their friends

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Ministerstvo školství, mládeže a tělovýchovy České republiky

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Nondiscrimination

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foster care

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Pěstounská péče | Sdružení pěstounských rodin

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Odpovědi na nejčastější dotazy k pěstounské péči.

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foster care

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Upravena zákonem č. 89/2012 Sb., občanský zákoník, ve znění pozdějších předpisů, § 958-970, a zákonem č. 359/1999 Sb., o sociálně-právní ochraně dětí, ve znění pozdějších předpisů, § 47.

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Are there 100,000 people who care enough to protect our children from abuse? Let us show abusers in our society we will not tolerate them hurting our children anymore.

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Protection from abuse | Cartoons for child rights | UNICEF

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PL Dominika,Martyna and Wiktoria

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IPA Summary of

United Nations General Comment No. 17

on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts (article 31)

This summary was produced by the International Play Association: Promoting the Child's Right to Play (IPA) to assist with the dissemination of the General Comment and to highlight children's article 31 rights. The summary is freely available to download and share for those purposes.

Please contact: communications@ipaworld.org if you would like to make a translation of the summary.

The full text of all General Comments can be found at:
GC#17 on Article 31 of UNCRC
Article 31 of the Convention on the Rights of the Child (CRC) recognizes the right of every child to rest, leisure, play, recreational activities and free and full participation in cultural and artistic life. However, the Committee on the Rights of the Child is concerned by the poor recognition given by Governments to these rights[1]. Rising urban populations, violence in all its forms, the commercialization of play provision, child labour and increasing educational demands are all affecting children's opportunity to enjoy their article 31 rights. In general, where investment is made, it is in the provision of structured and organized activities, but equally important is the need to create time and space for children to engage in spontaneous play, recreation and creativity, and to promote societal attitudes that support and encourage such activity.

[1] The Committee on the Rights of the Child is the international body responsible for monitoring governments' implementation of the CRC.

To address these concerns, the Committee has produced a 'General Comment' that explains in detail measures governments are urged to take to ensure implementation of the rights in article 31 for all children. The General Comment was adopted by the Committee at its sixty-second session (14 January - 1 February 2013).

The General Comment has three core objectives:

To enhance understanding of the importance of article 31 for children's well being and development.

To ensure respect for and strengthen the application of the rights under article 31, as well as other rights in the Convention.

To highlight the implications for the determination of obligations of governments, the roles and responsibilities of the private sector, and guidelines for all individuals working with children.

The Committee recommends that it is widely disseminated in accessible forms and made available to all interested members of society, including children. This summary provides a short overview of the full text of the General Comment.

Significance of article 31 in children's lives

Play, recreation, rest, leisure, arts and culture are all interlinked and together serve to describe conditions necessary to protect the unique and evolving nature of childhood. Article 31 needs to be understood as a whole.

Play and recreation are essential to children's health and well being. They promote the development of creativity, imagination, self-confidence, self-efficacy and physical, social, cognitive and emotional strength and skills. They contribute to all aspects of learning. They are also a form of participation in everyday life, and are of intrinsic value to the child, purely in terms of the enjoyment and pleasure they afford.

Involvement in cultural and artistic life is important for children's sense of belonging to their family, community and society and to their own sense of identity. Children reproduce, transform, create, and transmit culture in many ways. With their peers, they also create a 'culture of childhood'. Children are at the forefront of using digital platforms, such as social media and virtual worlds, to establish new cultural environments and artistic forms. Children's participation in cultural activities also provides opportunities to learn from other cultural and artistic traditions, contributing towards mutual understanding and appreciation of diversity.

Rest and leisure are vital to children's development. Lack of sufficient rest will have a physical and psychological impact on children's health, well being, and development. Children also need leisure time to fill as actively or as inactively as they choose.

Interpreting article 31

The Committee has interpreted the different terms used in article 31 as follows:

'Rest': Sufficient respite from work, education or any other exertion to ensure optimum health and well being, as well as the opportunity for adequate sleep.

'Leisure': Free time, without obligations, in which play or recreation can take place.

'Play': Children's play is any behaviour, activity or process initiated, controlled and structured by children themselves. Play is non-compulsory, driven by intrinsic motivation and undertaken for its own sake, rather than as a means to an end. It may take infinite forms but the key characteristics of play are fun, uncertainty, challenge, flexibility and non-productivity. While play is often considered non-essential, the Committee reaffirms that it is a fundamental and vital dimension of the pleasure of childhood and is an essential component of children's development.

'Recreation': A broad umbrella term for voluntary activities or experiences chosen by the child for immediate satisfaction or perceived personal or social value. While many such activities may be organized and managed by adults, recreation should be a voluntary activity.

'Appropriate to the age of the child': The age of the child must be taken into account in respect of: time afforded; nature of spaces; degree of adult oversight; safety; risk-taking and challenge; and socializing.

'Cultural life and the arts': The means through which children and their communities express their identity and the meaning they give to their existence, and build their worldview. Culture emerges from within communities, and can be expressed and enjoyed in multiple environments and forms.

'To participate freely': Governments must respect, abstain from interference in, and prevent others from interference in, children's exercising of article 31 rights.

'To participate fully in cultural and artistic life': In order to take part in cultural and artistic life, children must have opportunities to access arts and culture, to participate in creative activities, and to contribute to expressions of culture and the arts.

'Encourage the provision of appropriate opportunities': Governments must provide all the necessary preconditions to facilitate and promote opportunities for the realization of all article 31 rights.

'Equal opportunities': Every child must be afforded equal opportunities to enjoy his or her rights under article 31.

It is important to recognize that all rights in the Convention are indivisible and interdependent. Article 31 is central to the realization of many rights. Equally, other rights must be respected in order to guarantee the realization of article 31.

Creating the context for the realization of article 31

Children have a spontaneous urge to play and participate in recreational activities, and will seek out opportunities to do so even in the most unfavourable environments. However, certain conditions need to be assured if they are to realize their article 31 rights fully:

Freedom from stress, social exclusion, prejudice or discrimination.

An environment secure from social harm and violence, and sufficiently free from pollution, traffic and other hazards that impede free and safe movement.

Availability of rest and leisure time, as well as space that is free from adult control and management.

Space to play outdoors in diverse and challenging physical environments, with access to supportive adults, when necessary.

Opportunities to experience interact with and play in natural environments and the animal world.

Opportunities to invest in their own space and time so as to create and transform their world, using their imagination and languages.

Opportunities to explore and understand the cultural and artistic heritage of their community, participate in, create and shape it.

Opportunities to participate with other children in games, sports and other recreational activities, supported, where necessary, by trained facilitators or coaches.

Recognition by parents, teachers and society as a whole of the value and legitimacy of the rights provided for in article 31.

Challenges to be addressed in the realization of article 31

Children throughout the world face significant barriers in realizing their article 31 rights. The challenges differ across regions, but include:

Lack of recognition of the importance of play and recreation.

Unsafe and hazardous environments.

Resistance to children's use of public spaces.

Balancing risk and safety.

Lack of access to nature.

Pressure for educational achievement.

Overly structured and programmed schedules.

Neglect of article 31 in development programmes.

Lack of investment in cultural and artistic opportunities for children.

Growing role of electronic media.

Marketing and commercialization of play.

Children requiring particular attention to realize their rights under article 31

Girls: Girls often have less time and freedom than boys to enjoy their rights to play, rest, leisure and recreation, especially in adolescence, whether because of domestic responsibilities, child or family care responsibilities, protective concern from parents, lack of facilities, or cultural assumptions on the behaviour of girls. Commercial producers of games and toys, the media, parents and caregivers often reinforce gender differentiation, directing girls towards the domestic sphere, whereas boys' games prepare them for success in a wide range of work and other settings in modern society.

Children living in poverty: Home environments with little scope for play and recreation, lack of access to facilities, inability to afford the costs of participation, dangerous and neglected neighbourhoods, the necessity to work, and a sense of powerlessness all serve to exclude the poorest children from realizing article 31 rights. Children without parents, or those living or working on the streets are particularly vulnerable.

Children with disabilities: Multiple barriers impede children with disabilities from their article 31 rights, including exclusion from school, informal and social arenas where friendships are formed and where play and recreation take place; isolation at the home; cultural attitudes an negative stereotypes which are hostile to and rejecting of children with disabilities; and physical inaccessibility of many environments. Lack of assistive technologies can also impede children with disabilities' access to media.

Children in institutions: Children living in residential homes and schools, hospitals, detention centres, remand homes and refugee centres may have limited, or be denied, opportunities for play, recreation and participation in cultural and artistic life.

Children from indigenous and minority communities: Hostility, assimilation policies, rejection, violence and discrimination may result in barriers to enjoyment by children of indigenous communities of their own cultural practice, rituals and celebrations, as well as participation in sports, games, cultural activities, play and recreation alongside other children.

Children in situations of conflict, humanitarian and natural disasters: Play, recreation and cultural activities are often given a lower priority in emergency situations than provision of food, shelter and medicines. However they can perform a significant therapeutic and rehabilitative role in helping children recover a sense of normality and joy after experiencing loss, dislocation and trauma.

Government obligations

1 The obligation to respect article 31 rights

Governments should adopt specific measures aimed at achieving respect for the right of every child, individually or in association with others, to realize his or her rights under article 31, including:

Support for caregivers, including guidance, facilitation and support about article 31 which could be in the form of practical guidance.

Awareness-raising to challenge widespread cultural attitudes which attach low value to the rights provided for in article 31, including public information on the significance of article 31 and measures to challenge pervasive negative attitudes, especially towards adolescents.

2 The obligation to protect article 31 rights

Governments need to take action to prevent other people or organizations interfering in or restricting the rights provided for in article 31. This will include:

Legislation to guarantee access for every child, without discrimination on any ground, to article 31 opportunities.

Regulation of non-state actors, to ensure that all members of civil society, including the corporate sector, comply with the provisions of article 31, including in relation to: employment; safety and accessibility of facilities, toys and games; obligations to include provision in urban and rural development proposals; protection from cultural, artistic or recreational material which might be injurious to children's well-being; and prohibiting the production of realistic war games and toys for children.

Introduction of child protection measures and professional codes for all adults working with children in the field of play, recreation, sports, culture and the arts.

Measures to promote on-line access and accessibility, as well as safety for children including: reducing impunity of abusive adults; limiting access to harmful material and gaming networks; improving information for parents, teachers and policy makers to raise awareness of risks; and developing strategies for promoting safer and attractive options for children.

Development of measures in post conflict situations to restore and protect article 31 rights such as using play and creative expression to promote healing, creating or restoring safe spaces for play and recreation, and removal of landmines and cluster bombs.

Review of policies relating to commercialization of toys and games to children, including through children's television programmes and directly related advertisements, in particular those promoting violence, girls or boys in a sexual way, and gender or disability stereotypes.

Introduction of effective and independent complaints mechanisms for children who feel their article 31 rights have been violated.

3 The obligation to fulfil article 31 rights

Governments must introduce a wide range of measures to ensure the fulfilment of all article 31 rights, in full consultation with children.

This includes, in particular:

Legislation and planning for ensuring that every child has sufficient time and space in their life for their article 31 rights, together with a timetable for implementation.

Disaggregated data collection and research to find out how far children are able to engage in play, recreation and cultural and artistic life, and to use the results to inform planning and measure progress.

Development of cross-departmental collaboration in national and municipal government to ensure a broad and comprehensive approach to implementing article 31.

Review of budgets to ensure that allocation for children is inclusive and consistent with their representation as a proportion of the population as a whole, and distributed across the provision for children of all ages, with consideration given to the cost of measures required to ensure access for the most marginalized children.

Investment in universal design to promote inclusion and protect children with disabilities from discrimination.

Municipal planning that places a priority on the creation of environments which promote the wellbeing of the child, including: inclusive parks, playgrounds and sports and community centres; zones with priority for pedestrians, players and bikers over motorized traffic; access to landscaped green areas, open spaces and nature, with affordable transport; road safety measures; clubs and facilities for children of all ages; and dedicated and affordable cultural activities for children of all ages.

School environments that provide a major role in article 31 rights, including: physical environments for play, sports, games and drama; active promotion of equal opportunities to play for boys and girls; safe playgrounds and equipment, accessible for all children; adequate time during the school day for play and rest; a curriculum which includes cultural and artistic activities; and a pedagogy which offers active, playful and participatory activities and learning.

Training and capacity building on the rights of children including those embodied in article 31 for all professionals working with or for children, or whose work impacts on children.

IPA believes that the rights embodied in article 31 are central to childhood itself: they contribute to the joy, fun and sheer pleasure of growing up. Furthermore, their implementation will contribute to children's development, not only as individuals, but also as competent members of society aware of the perspectives of others, and capable of co-operation and conflict resolution. Article 31 contributes to the social, cultural and economic development of society as a whole. The right to play, recreation, rest, leisure and participation in cultural and artistic life is not only a fundamental right of every child, but its realization will bring significant individual and societal benefits. IPA calls on all Governments to fulfill their obligations elaborated in this General Comment. http://www.ipaworld.org June 2013

For more information on IPA, the General Comment, and article 31 of the CRC please visit our website at http://www.ipaworld.org.

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International Play Association (IPA World)

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on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts (article 31) This summary was produced by the International Play Association: Promoting the Child's Right to Play (IPA) to assist with the dissemination of the General Comment and to highlight children's article 31 rights.

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Please, read Artickle 23 point 1 in children's rights convention. It's important thing.

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Equality and non-discrimination (video 2): Personal stories

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picture by pixabay

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This is an article about hot line for kids

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This is an article about hot line for kids

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http://stopnasilinadetech.cz/

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LEISURE, PLAY AND CULTURE

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UNICEF | Children's Rights & Emergency Relief Organization

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We're building a new UNICEF.org.
As we swap out old for new, pages will be in transition. Thanks for your patience - please keep coming back to see the improvements.

Sport and play

Children have the right to rest and leisure, to engage in sport and play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.

Play and sport are not luxuries reserved for only a few-they are every child's right. Play an teach children important life-saving lessons and give them the skills they need to live together peacefully. Organizations around the world are increasingly recognizing and harnessing the power of sport and play to meet children's needs.

Related pages:

Team UNICEF is a new platform to feature the many activities, events and processes UNICEF has in place to promote sport and the right of play, together with a spirit of collaboration, teamwork and energy that sport evokes.

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Children have the right to rest and leisure, to engage in sport and play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.

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We're building a new UNICEF.org. As we swap out old for new, pages will be in transition. Thanks for your patience - please keep coming back to see the improvements. Play and sport are not luxuries reserved for only a few-they are every child's right.

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Leisure, Play and Culture                 Es Isabela Romero 

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Leisure, Play and Culture                 Es Isabela Romero 

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Leisure, play and culture (Art. 31) - Kinderrechte

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In der National Coalition (NC) haben sich derzeit rund 110 bundesweit tätige Organisationen und Initiativen aus verschiedenen gesellschaftlichen Bereichen zusammengeschlossen mit dem Ziel, die UN-Kinderrechtskonvention in Deutschland bekannt zu machen und ihre Umsetzung in Deutschland voranzubringen.

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ES Beatriz and Lucia

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UN ARTICLE - Protecting children from violence is a Human Rights imperative

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Protecting children from violence is a Human Rights imperative | UN Special Representative of the Secretary-General on Violence Against Children

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The protection of children from all forms of violence is a fundamental right, which the international community has solemnly pledged to safeguard for all children, everywhere and at all times. Unfortunately, violence remains a harsh reality for millions of children around the world. Violence hampers a child's development, learning abilities and school performance.

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THE RIGHT TO EQUALITY AND NON-DISCRIMINATION

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The general principle of equality and non-discrimination is a fundamental element of international human rights law.

A useful definition of non-discrimination is contained in Article 1(1) ILO 111, which provides that discrimination includes: 'Any distinction, exclusion or preference made on the basis of race, colour, sex, religion, political opinion, national extraction or social origin, which has the effect of nullifying or impairing equality of opportunity or treatment in the employment or occupation [?].' Thus, the right to equal treatment requires that all persons be treated equally before the law, without discrimination. The principle of equality and non-discrimination guarantees that those in equal circumstances are dealt with equally in law and practice. However, it is important to stress that not every distinction or difference in treatment will amount to discrimination. In general international law, a violation of the principle of non-discrimination arises if: a) equal cases are treated in a different manner; b) a difference in treatment does not have an objective and reasonable justification; or c) if there is no proportionality between the aim sought and the means employed. These requirements have been expressly set out by international human rights supervisory bodies, including the European Court (see, e.g., Marckx v. Belgium), the Inter-American Court (see, e.g,. Advisory Opinion No. 4, para. 57) and the Human Rights Committee (see, e.g., General Comment 18, para. 13 and Jacobs v. Belgium).

The principle of equality can in certain circumstances require a state to take affirmative action in order to diminish or eliminate conditions that cause or help to perpetuate discrimination. The Human Rights Committee has clearly stated this obligation in General Comment 18, and the Committee on Economic, Social and Cultural Rights frequently refers to the duty to take affirmative action in its Concluding Observations. For further analysis of this principle, see I§3.B.
A. Standards
The right to equality and non-discrimination is recognised in Article 2 UDHR and is a cross-cutting issue of concern in different UN human rights instruments, such as Articles 2 and 26 ICCPR, Article 2(2) ICESCR, Article 2 CRC, Article 7 CMW and Article 5 CRPD . In addition, two of the major UN human rights treaties are established explicitly to prohibit discrimination, CERD on the ground of race and CEDAW on the ground of gender.

The principle of non-discrimination and equal treatment is also contained in regional instruments, such as Article 2 American Declaration, Article 24 ACHR and Articles 2 and 3 ACHPR. Despite the fact that the principle of non-discrimination is contained in all human rights instruments, only a few instruments expressly provide a definition of non-discrimination: Article 1(1) CERD, Article 1 CEDAW, Article 2 CRPD, Article 1(1) ILO 111 and Article 1(1) Convention against Discrimination in Education.

Human rights instruments prohibit discrimination on several grounds. Article 2 UDHR prohibits discrimination on the following 10 grounds: race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth and other status. The same prohibited grounds are included in Article 2 ICESCR and Article 2 ICCPR. It is important to note that the grounds enumerated in these provisions are merely illustrative and not exhaustive. The term 'other status' has an open-ended meaning; some grounds not explicitly mentioned, such as age, gender, disability, nationality and sexual orientation could also be considered prohibited grounds.

Some human rights instruments, such as CERD and CEDAW, are aimed specifically at eliminating discrimination on specific grounds. In both cases, it is possible to submit individual complaints in case of violations of the rights enshrined therein. In the case of CEDAW, such a procedure was established by the Optional Protocol adopted in 1999. These two instruments expressly require states to take action to prevent and combat discrimination committed by third persons. For example, Article 2(d) CERD reads: 'Each State party shall prohibit and bring to an end, by all appropriate means, including legislation as required by circumstances, racial discrimination by any persons, groups or organisation.' Article 2(e) CEDAW requires states 'to take all appropriate measures to eliminate discrimination against women by any person, organisation or enterprise'.

Article 2 ICESCR/ICCPR contains a general non-discrimination clause that prohibits discrimination in the enjoyment of the rights in both Covenants. In addition, Article 3 of each instrument stresses the principle of equality between men and women. These provisions should be seen as an integral part of all substantive provisions contained in ICESCR/ICCPR; a measure that, in itself, is in conformity with the substantive provisions may nevertheless constitute a violation of those provisions when they are read in conjunction with Articles 2 and 3.

The general non-discrimination clauses of each Covenant are complemented by provisions prohibiting discrimination on specific grounds. For example, Article 7(a)(i) ICESCR guarantees equal conditions of work between men and women and requires equal remuneration for work of equal value; Article 7(c) ICESCR guarantees equal opportunity for everyone to be promoted in his/her employment; Article 10(3) prohibits any discrimination in the protection and assistance for all children and young persons; and Article 13(2)(c) guarantees equal accessibility in higher education. In the same vein, Article 23(4) ICCPR requires states to take adequate steps to ensure equality of rights and responsibilities of spouses as to marriage, during marriage and at its dissolution; and Article 24 ICCPR prohibits any discrimination against children based on race, colour, sex, language, religion, national or social origin, property or birth.

Sometimes the prohibition of discrimination included in human rights instruments provides for the protection that is not limited to the rights set forth in the instruments. For example, Article 26 ICCPR, Article 3 ACHPR, Article 24 ACHR and Protocol No. 12 ECHR establish free-standing rights to equality; their application is not confined to the rights contained in the Conventions.

The importance of the distinction may be illustrated by reference to Article 14 and to Protocol No. 12 ECHR. The protection provided by Article 14 with regard to equality and non-discrimination is limited as it prohibits discrimination only with regard to the 'enjoyment of the rights and freedoms' set forth in the Convention. In order to fill this gap, Protocol No. 12 sets out a free standing right to equality on a number of grounds, including sex, race, colour, language, religion, national or social origin and birth. Protocol No. 12 provides a general non-discrimination clause and thereby affords a scope of protection that extends beyond the 'enjoyment of the rights and freedoms set forth in [the] Convention' found in Article 14.

The meaning of the term 'discrimination' under Article 1 Protocol No. 12 ECHR is the same as that found in Article 14 ECHR; the list of prohibited grounds in both instruments is identical and non-exhaustive.

Article 1 Protocol 12 ECHR is important to mention as its additional scope of protection concerns cases where a person is discriminated against: a) in the enjoyment of any right specifically granted to an individual under national law; b) in the enjoyment of a right which may be inferred from a clear obligation of a public authority under national law, that is, where a public authority is under an obligation under national law to behave in a particular manner; c) by a public authority in the exercise of discretionary power (for example, granting certain subsidies); and d) by any other act or omission by a public authority (for example, the behaviour of law enforcement officers when controlling a riot).

Several European Union Council Directives address discrimination, inter alia, 2000/78/EC which sets out measures for equal treatment in employment. It sets out an important principle: when there is a prima facie case of discrimination the burden of proof shifts to the state.

At the African level, it is notable that the non-discrimination provision contained in Article 2 ACHPR is the first substantive right listed, appearing before life. The ACHPR lists the same prohibited grounds as the ICCPR, although instead of 'property' the ACHPR prohibits discrimination on the ground of 'fortune'. Like in the ICCPR and ICESCR, the list of prohibited grounds is not exhaustive. Article 2 ACHPR is complemented by Article 3 that provides a general requirement stating: '1) Every individual shall be equal before the law. 2) Every individual shall be entitled to equal protection of the law.' Furthermore, Article 12(5) prohibits discrimination in the expulsion of non nationals; Article 18(3) prohibits discrimination against women and children; Article 18(4) prescribes special measures of protection for the elderly and the disabled; and Article 13 requires equal access of all persons to public property and services.

At the Inter-American level, Article 2 ADHR and Article 1(1) ACHR prohibit discrimination on numerous grounds, including 'economic status'. Similar to the UN Covenants, the open-ended nature of the list is reinforced by the words 'any other social conditions'. In addition, Article 24 ACHR provides a general prohibition of discrimination in the application of the law and in legal proceedings. Although this provision does not include a list of prohibited grounds of discrimination, the Inter- American Court has declared that the meaning of discrimination in Article 24 must be interpreted with reference to the list of prohibited grounds contained in Article 1(1) ACHR.
B. Supervision
As the prohibition of discrimination is contained in most human rights instruments and their supervisory mechanisms are analysed elsewhere in the Handbook, this section will deal primarily with Article 26 ICCPR and Protocol 12 ECHR.

Because Article 26 ICCPR is of a free-standing nature, its application is not confined to the rights contained in the Covenant. According to the Human Rights Committee's General Comment 18: 'Article 26 provides that all persons are equal before the law and are entitled to equal protection of the law without discrimination, and that the law shall guarantee to all persons equal and effective protections against discrimination on any of the enumerated grounds'. Article 26 comes into play when there is a legislative provision or a state action or omission with a discriminatory impact on the enjoyment of the rights not set forth in the ICCPR. As the Human Rights Committee has noted:

When legislation is adopted by a State party, it must comply with the requirement of article 26 that its content should not be discriminatory. In other words, the application of the principle of non-discrimination contained in article 26 is not limited to those rights which are provided for in the Covenant. (General Comment 18, para. 12)

The Human Rights Committee has found violations of Article 26 on several grounds, such as sex (see, e.g. Zwaan-de Vries v. The Netherlands); nationality (see, e.g,. Gueye et al. v France); sexual orientation (see, e.g., Young v. Australia); religion (see, e.g., Hudoyberganova v. Uzbekistan); and age (see, e.g., Love et al. v. Australia). The jurisprudence of the Committee under Article 26 is rich and dynamic, covering a wide variety of discriminatory acts. For example, it has noted that: the exemption of only one group of conscientious objectors (Jehovah's Witnesses) and the inapplicability of exemption for all others cannot be considered reasonable and was therefore discriminatory (see, e.g., Brinkhof v. The Netherlands); to impose much more onerous conditions for choosing the wife's surname as family name than was the case for choosing the husband's surname is unreasonable and entails a violation of Article 26 (see Müller and Engelhard v. Namibia); if the state provides funds for religious education for one minority and not for other minorities in a comparable situation, it constitutes discrimination (Waldman v. Canada). In Prince v. South Africa the Committee held that the prohibition of the possession and use of cannabis affected all persons equally, including members of all religious movements who believe in the beneficial nature of drugs. The Committee found that the prohibition was based on objective and reasonable grounds and concluded that the failure of the state to provide an exception for Rastafarians did not violate Article 26.

It is notable that the Committee has applied Article 26 in relation to the enjoyment of economic, social and cultural rights in many cases. This is of great significance, as until the entry into force of the Optional Protocol to the ICESCR (opened for signature in March 2009) there is no individual complaints mechanism in place for violations of economic, social and cultural rights under UN treaties. In this regard, it is important to highlight the landmark case of Zwaan-de Vries v. The Netherlands. In this case, the state concerned argued that Article 26 overlaps with the provision of Article 2(2) ICESCR. It argued that if Article 2(2) (non-discrimination clause) and Article 9 (right to social security) of the ICESCR were not justiciable within that Covenant (in the sense that they were not subject to the same kind of petition procedure as available under the ICCPR), then they should not be rendered justiciable by means of an interpretation which imports them into Article 26 ICCPR. By refusing to accept this argument, the Committee implicitly rejected the notion that what is protected within the ICESCR cannot be protected by the ICCPR. On the contrary, the Committee held that 'the provisions of Article 2 of the ICESCR do not detract from the full application of Article 26 of the ICCPR'.

Therefore, legislative measures setting out unreasonable distinctions between individuals regarding the economic, social and cultural rights set forth in the Covenant constitute a violation of Article 26 ICCPR and if a state has ratified the First Optional Protocol to the ICCPR, a victim of discrimination has a right to submit a complaint to the Human Rights Committee. Several important aspects of the application of Article 26 ICCPR should be noted here. First, according to Article 26 ICCPR, states parties are obliged to establish judicial remedies in the case of discrimination occurring in the public and even in the private sphere. As the Human Rights Committee has noted:

The Committee observes that under Articles 2 and 26 of the Covenant the State Party is under an obligation to ensure that all individuals within its territory and subject to its jurisdiction are free from discrimination, and consequently the courts of States Parties are under an obligation to protect individuals against discrimination, whether this occurs within the public sphere or among private parties in the quasi-public sector of, for example, employment [?] (Nahlik et al. v. Austria).

The application of Article 26 has served to protect individuals from discrimination in the enjoyment of a variety of economic, social and cultural rights. Of the numerous examples, mention should be made of Waldman v. Canada, where the Committee stated that 'the Covenant does not oblige States Parties to fund schools which are established on a religious basis. However, if a State party chooses to provide public funding to religious schools, it should make this funding available without discrimination'. In Garcia Pons v. Spain, it was stated that 'although the right to social security is not protected as such, in the International Covenant on Civil and Political Rights, issues under the Covenant may nonetheless arise if the principle of equality contained in Articles 14 and 26 of the Covenant is violated.'

At the regional level, the notion of discrimination has been interpreted consistently by the European Court in its case-law with regard to Article 14 ECHR. In particular, the Court has made it clear in its case-law that not every distinction or difference of treatment amounts to discrimination. As the Court has stated, or example, in Abdulaziz, Cabales and Balkandali v. The United Kingdom, a difference of treatment is discriminatory if it 'has no objective and reasonable justification', that is, if it does not pursue a 'legitimate aim' or if there is not a 'reasonable relationship of proportionality between the means employed and the aim sought to be realised'. The Court has also found that a certain margin of appreciation is allowed when national authorities are assessing whether and to what extent differences in otherwise similar situations justify a different treatment in law. The scope of the margin of appreciation will vary according to the circumstances, the subject-matter and the background of the case (see, e.g., Rasmussen v. Denmark). In Sidabras and D?iautas v. Lithuania, the Court held that a ban on former KGB officers seeking employment in various private-sector spheres constituted a disproportionate measure, even having regard to the legitimate aims (protection of national security, public order, the economic well-being of the country and the rights and freedoms of others) pursued by that ban. Marital status has been found to be an example of 'other status' for the purposes of Article 14 ( PM v. The United Kingdom).

In addition, it is important to mention that the Council of Europe has established the European Commission against Racism and Intolerance (ECRI) and the Steering Committee for Equality between Women and Men (CDEG) (see II§2.B).

The African Commission has also dealt with the prohibition of discrimination. For example, in a case against Mauritania, it held that racial discrimination against black Mauritanians violated 'the very spirit of the African Charter and of the letter of its Article 2' ( Malawi African Association, Amnesty International, Ms. Sarr Diop, Union Interafricaine des Droits de l'Homme and RADDHO, Collectif des Veuves et Ayants-droit and Association Mauritanienne des Droits de l'Homme v. Mauritania, Communications 54/91, 61/91, 164/97-196/97 and 210/98). In a case against the Republic of Guinea, an inflammatory speech by the President of the country led to human rights violations suffered by Sierra Leonean refugees. The Commission ruled that the remarks constituted impermissible discrimination on grounds of nationality, and had led to numerous violations of the ACHPR including the failure to ensure its application, discriminatory, cruel and inhuman treatment, arbitrary detention, arbitrary execution, deprivation of the right to fair trial, mass expulsions and deprivation of property ( African Institute for Human Rights and Development v. Republic of Guinea, Communication 249/2002; see also Zimbabwe Human Rights NGO Forum v. Zimbabwe, Communication 245/2002).

The Inter-American Court has dealt with the principle of equality and non-discrimination primarily in its advisory opinions. Particularly relevant are Advisory Opinion No. 4 on 'Proposed Amendments to the Naturalization Provisions of the Political Constitution of Costa Rica' and Advisory Opinion No. 18 on 'Juridical Conditions and Rights of the Undocumented Migrants'. In Opinion No. 18 the Court ruled that states may not 'subordinate or condition observance of the principle of equality before the law and non-discrimination to achieving their public policy goals, whatever these may be, including those of a migratory character.'

The Inter-American Court has held that 'Equality springs directly from the oneness of the human family and is linked to the essential dignity of the individual'. Nonetheless, it has recognised that 'not all differences in treatment are in themselves offensive to human dignity'. The Court has followed the general principles of international law by which 'no discrimination exists if the difference in treatment has a legitimate purpose and it does not lead to situations which are contrary to justice, to reason or to the nature of things'. The Inter-American Commission has also dealt with the principle of equality and non-discrimination, in particular on the ground of sex. For example, in Morales de Sierra v. Guatemala (Case 11.625), the Commission found that the inability of married women to represent their own property in courts was a gender- based discrimination in violation of Article 24 ACHR. In Yatama v. Nicaragua the Court ruled that as a result of the exclusion of the Yatama (indigenous peoples party) candidates from the electoral process and its effect on the civil rights of indigenous peoples, Nicaragua had violated the right to equal protection before the law as well as Articles 8, 23 and 25 ACHR. In Yean and Bosico v. The Dominican Republic, concerning two girls of Haitian descent who were denied the right to nationality and education because of their ethnicity, the Court found, inter alia, a violation of the prohibition of discrimination in relation to access to nationality under the American Convention. The Court ordered the state to compensate the victims financially, publicly declare its responsibility for violating their right to education, and implement substantive structural changes in its civil records system.

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The Right to Equality and Non-discrimination

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The general principle of equality and non-discrimination is a fundamental element of international human rights law. A useful definition of non-discrimination is contained in Article 1(1) ILO 111, which provides that discrimination includes: 'Any distinction, exclusion or preference made on the basis of race, colour, sex, religion, political opinion, national extraction or social origin, which has the effect of nullifying or impairing equality of opportunity or treatment in the employment or occupation [?].'

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The United Nation's Convention on the Rights of the Child (UNCRC) applies to all children and young people under 18. The aim of the UNCRC is to recognise children's rights and ensure that children grow up in the spirit of peace, dignity, tolerance, freedom, equality and solidarity.

The United Nations on the Rights of the Child (UNCRC) is a Convention which has 54 articles that cover all aspects of a child's life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights.

The UNCRC is also the most widely ratified human rights treaty in the world. All UN member states except for the United States of America have ratified the Convention.

Since 16th December 1991, when the treaty came into force in the UK, every child in the UK has been entitled to over 40 specific rights. These include:

the right to life, survival and development;

the right to have their views respected, and to have their best interests considered at all times;

the right to a name and nationality, freedom of expression, and access to information concerning them;

the right to live in a family environment or alternative care, and to have contact with both parents wherever possible;

health and welfare rights, including rights for disabled children, the right to health and health care, and social security;

the right to education, leisure, culture and the arts;

special protection for refugee children, children in the juvenile justice system, children deprived of their liberty and children suffering economic, sexual or other forms of exploitation.

The rights included in the convention apply to all children and young people, with no exceptions.
(extract Together Scotland)

Play Scotland works to deliver and promote Article 31 in Scotland.

Every child has the right to relax, play and
take part in a wide range of cultural and
artistic activities.

The full text of the Article can be found below:
1. States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. 2. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.
A summary of the full UNCRC Articles can be found here

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The United Nation's Convention on the Rights of the Child (UNCRC) applies to all children and young people under 18. The aim of the UNCRC is to recognise children's rights and ensure that children grow up in the spirit of peace, dignity, tolerance, freedom, equality and solidarity.

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PROTECTION FROM VIOLENCE IS EVERY CHILD'S RIGHT

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Nobody should live in fear. Yet unfortunately, many millions of children around the world do. And while recent high-profile violence in cities such as Paris and Beirut may dominate the news, the reality is that this accounts for only a fraction of the violence experienced worldwide every day.

Away from the headlines, 'hidden violence', which takes place in the supposed safety of places like homes and schools, continues to be perpetrated on a daily basis. Children face particular risks: every year, between 500 million and 1.5 billion children around the world experience violence, abuse, exploitation and neglect - often from people they know and trust. This threatens their survival, development and participation in society.

This 'hidden violence' may not generate the same high-profile media coverage, but on Universal Children's Day, a day dedicated to promoting the welfare of children in the world, we should not forget that its consequences are no less devastating or long-lasting.

Every child's right

Violence against children, in whatever form and whatever setting, is as preventable as it is unacceptable. More than 25 years ago, the United Nations Convention on the Rights of the Child outlined every child's right to be protected from violence.

More recently, the 2030 Sustainable Development Agenda - which represents the most ambitious global effort yet to reduce poverty, tackle inequality and injustice and protect the planet - includes a specific target which aims to end abuse, exploitation, trafficking and all forms of violence against and torture of children.

We must all increase our combined efforts to realise these promises. We owe it to this generation and generations to come. Children should not have to grow up in a world in which violence, and all its associated side-effects, is accepted. All children, everywhere, have the right to play and learn free from fear; to grow up in a world which enables them to reach their full potential and guarantees their well-being.

From thematic to systematic

To do so means doing more than addressing specific instances or types of violence in isolation - we must address the root causes of harm, in every country and every setting. Rather than focusing on particular categories of violations, governments must take a holistic approach which ensures all the necessary measures are put in place to protect children from all possible harm.

While there is no one-size-fits-all solution, this approach encompasses policies and legislation, providing services for families and children which are designed to prevent and respond to child protection concerns, ensuring enough child protection professionals, volunteers and community actors are properly trained, and dedicating sufficient resources to this end.

Effective child protection goes beyond governmental institutions and includes families, communities and wider civil society. Importantly, children themselves must be at the centre of the child protection mechanisms. They are not and must not be seen simply as beneficiaries of protection measures - or, worse, just as the victims of violence - but as active contributors to their own protection.

The EU's role

While governments have the primary responsibility for ensuring children are protected from violence through appropriate legislation and services, the EU also has an important role to play in protecting children at home and in partner countries, through both its policies and funding.

The EU Action Plan on Human Rights and Democracy, which will guide the work of the EU for the coming five years, provides a promise of action on child protection which moves towards a comprehensive systems approach as outlined above.

This must be translated into action via Human Rights Country Strategies as well as adequate and updated relevant EU policies. The EU must also use its influence to call on partner governments to prioritise child protection systems alongside issue specific interventions.

Commitments on paper must be backed up with adequate and sustained funding, via instruments such as the Development Cooperation Instrument (DCI) and the European Instrument for Democracy and Human Rights.

The establishment of national and local systems and strategies aiming at protecting children from all forms of violence is one of the three priorities outlined in the DCI's child well-being programme, and with the mid-term review of the bloc's 2014-2020 Multiannual Financial Framework just around the corner, now is an ideal moment to assess the EU's progress in this area. We must seize this opportunity to ensure the EU is held to account for its commitments to help protect the world's children.

Today, on Universal Children's Day, as every other day, we have both a legal and a moral duty to protect children. A child who grows up in a safe, secure environment is more likely to achieve core developmental, educational and health goals, and will be better equipped to contribute to and participate in the development of his or her society.

But above all, children have the right to live free from fear and violence. We must all work to make sure this right is realised, for every child, everywhere.

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Protection from violence is every child's right

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To mark Universal Children's Day, 20 November 2015, Alexandra Makaroff, Head of Plan International EU Office, and Ester Asin, Director and EU Representative of Save the Children Brussels, call for increased action to realise every child's right to protection from violence.

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Children with disabilites I.E.S. Bañaderos Cipriano Acosta

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Children with disabilites I.E.S. Bañaderos Cipriano Acosta

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Gisela Gonzáles YEremay jared enrique alberto

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Everyone is equal:)

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"The Impossible"  is a very interesting film where you can understand more what the values ​​of the family are in the most difficult moments.

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Here you have the trailer of this film.
Hope you´ll enjoy it!

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After three years in foster care, 10-year-old Ivey Zezulka's emotional reaction to finding out she would be adopted by her foster family was stemmed by not only joy, but relief as well.

And not just for herself: along with Ivey, her biological brother and sister - Kai, 3, and Lita, 2 - will also be adopted by Paige and Daniel Zezulka of Athens, Georgia. The adoption of all three children was finalized last week.

"She's been living with a question mark of what will happen," Ivey's mom told "Good Morning America." "We love her birth family and she loves them too, but it became [that] with us was where she wanted to be."

The journey to becoming the parents of Ivey, Kai and Lita began when the Zezulkas decided to become foster parents. It was Kai, then 5 months old, who was placed with them. The couple did not know he had an older sister - Ivey - who at the time was living with a couple who are now good friends of the family. The Zezulkas also did not know Kai and Ivey's birth mother was pregnant with the baby who would come to be their youngest child, Lita.

"We got a call about a little boy who needed a home," Paige Zezulka told "GMA." The goal of foster care, Zezulka said, is always reunification with the birth family. "We were in support of that for a long time," she said. "Eventually it just wasn't [what] was best, [it] was not legally going to happen."

The couple was asked their thoughts on adopting both Kai and Ivey in 2016. The Zezulkas had spent time with Ivey through arranged play dates and outings with Ivey's foster family. "The siblings were so bonded, it was amazing," she said. "From the moment we met her we loved her."

Then Paige received a call asking if the couple would foster Lita, who was just a few weeks old, too. "I said yes without asking my husband. I knew he would have said yes anyway."

As Lita came to live with the Zezulkas, Ivey was moving into their home, too. "We were prepared for a hard transition for her. Her other family was prepping her. We made a new room for her with pink everything, fit for a princess. We wanted her to feel safe and loved. We thought it would be so hard for her - thought she would struggle."

But, Paige said, "God was amazing. The first night she moved in, she asked if she could call us mom and dad. The second day, she asked if she could stay forever."

The road to forever was not without its bumps. Though the family knew they'd be adopting the kids months ago, it didn't become a legal adoption until Aug. 23.

"It's hard because the foster care system has a lot of emphasis on reunification, but so many kids live for years with foster families. She spent two years with us and her siblings have only [ever] lived with us. It would be removing her from her family," Zezulka said.

Zezulka called the shortage of foster parents in the U.S. a "huge epidemic." She hopes her family's story will inspire those who feel called to foster a child to do so, and those who don't to support the people in their lives that do.

"Ivey is so wonderful and special, and we are so blessed she is our daughter. Sometimes people are afraid to consider older kids, they think they may be 'damaged.' We hit the jackpot. Ivey is so grateful and thankful. [She] tells us we are wonderful parents, and she has gratitude to be in a family, for being safe and loved. She's wonderful and we are so blessed she is our daughter."

Ivey is also enjoying her newfound viral fame, her mom said. Since she posted the video of Ivey to Facebook, it's been viewed almost five million times.

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Girl's reaction to finding out she's going to be adopted is the most beautiful thing

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After three years in foster care, 10-year-old Ivey Zezulka's emotional reaction to finding out she would be adopted by her foster family was stemmed by not only joy, but relief as well. And not just for herself: along with Ivey, her biological brother and sister - Kai, 3, and Lita, 2 - will also be adopted by Paige and Daniel Zezulka of Athens, Georgia.

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https://www.youtube.com/watch?v=3SzazN2OrsQ

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Disability and Child Protection | UNICEF

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ART WORD
made by us no searched :)

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Article19

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Protection from all forms of Violence (Art. 19) - Kinderrechte

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In der National Coalition (NC) haben sich derzeit rund 110 bundesweit tätige Organisationen und Initiativen aus verschiedenen gesellschaftlichen Bereichen zusammengeschlossen mit dem Ziel, die UN-Kinderrechtskonvention in Deutschland bekannt zu machen und ihre Umsetzung in Deutschland voranzubringen.

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The eyes of a child

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THE EYES OF A CHILD  //  Noémi Association

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IT2 Antonio and Piero.                              Watch the video to undestend why it's important to accept the children with special needs !

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The Present - CGI Awarded short film (2014)

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7 Reasons
Why Family is Important in Life

1. Support and security.
2. They love and understand you
3. Protects from external influences.
4. Giving earth a center!
5. Helps to raise a child.
6. Aids to make decisions.
7. They help to make you who you are.

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https://wordart.com/get/image/shazy40qq9iv.png

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https://youtu.be/mJggYdw3I0k

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Children must have the freedom to do things they want to do and be able to grow up safely and happily.

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The opinions of children say that they should be listened to and taken seriously.

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Children and young people have the right to go into care, and to have their rights respected when they are there.

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https://youtu.be/5tjRPWPhIfA

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https://wordart.com/2ouexlju93ja/word-art

https://youtu.be/QRZPw-9sJtQ

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Article 27: The right to have a good standard of living

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The impact of war on children | Syrian Refugee Crisis

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Article 19: Protection from all forms of violence

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https://youtu.be/HX5LxLK8v5k

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Article 19: Protection from all forms of violence

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Article 19:  Protection from all forms of violence

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Protection from abuse | Cartoons for child rights | UNICEF

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Article 19: Protection from all forms of violence

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If you are a young person, the pictures below can help you relate your rights to the real world. If you work with young people, the pictures can help them find out more about their rights.

About your rights

As a person, you have rights that apply to everyone in the world. These are laid out in the Universal Declaration of Human Rights. As a young person, you also have other rights that apply to you that can be found in the UN Convention on the Rights of the Child. These are shown in the pictures below.
If you have any questions about your rights or the UNCRC, you can contact the Commissioner's office.
Download pictures

You can download these pictures for free, but some terms do apply to their use. Find out what these are.
Download your rights in pictures.
Rights in pictures

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Children and Young People's Commissioner Scotland

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If you are a young person, the pictures below can help you relate your rights to the real world. If you work with young people, the pictures can help them find out more about their rights. As a person, you have rights that apply to everyone in the world.

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Esther, Ana Caballero, Adriana and Estíbaliz.

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Flipsnack is a digital catalog maker that makes it easy to create, publish and share html5 flipbooks. Upload a PDF or design from scratch flyers, magazines, books and more. Author: Esther, Catalog: children's rights for all, Published: Mar 22, 2019

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Esteban, Sarah, Alberto R. and Antonio

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Violence against children remains widespread

Violence against children is still too often considered socially acceptable and tolerated in Europe today.

After escaping violence in their home countries, in 2016 refugee children have again had to face physical and psychological violence in Europe’s refugee camps, detention facilities or next to closed borders. Migrant children, especially those who travel unaccompanied, are also particularly vulnerable to sexual abuse, trafficking and exploitation. Yet they are often left insufficiently protected by child protection and other public services in countries of transit or refuge.

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https://www.youtube.com/watch?v=NQoVLqCuA2g EQUALITY FOR ALL.

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Play and recreation are essential to the health and well-being of children
and promote the development of creativity, imagination,  selfconfidence, self-efficacy, as well as physical, social, cognitive and emotional strength and skills. They contribute to all aspects of
learning; they are a form of participation in everyday life and are of intrinsic value to the child, purely in terms of the enjoyment and pleasure they afford

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Naiara, Anixua, María Felipe, Carla, Diego González

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Copy of Protection from all kinds of violence

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Deprivation of parental care. *LOOK THIS VIDEO MAYBE YOU'LL BE SURPRISED*

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Leisure, play and culture. Bárbara Vizcaíno and Maria Díaz. IES Bañaderos Cirpriano Acosta.

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Leisure, play and culture. Bárbara Vizcaíno and Maria Díaz. IES Bañaderos Cirpriano Acosta.

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https://www.flipsnack.com/Barbara16/new-flipbook.html

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