Bibliografias temáticas / Childrenʹs rights

Literatura científica selecionada sobre o tema "Childrenʹs rights"

Autor: Grafiati
Publicado: 25 de julho de 2024

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Artigos de revistas sobre o assunto "Childrenʹs rights"

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Kraljić, Suzana. "Implementation and Protection of the Child’s Right to Education". Šolsko polje XXXI, n.º 3-4 (21 de dezembro de 2020): 27–44. http://dx.doi.org/10.32320/1581-6044.31(3-4)27-44.

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The United Nations Convention on the Rights of the Child was adopted in 1989, becoming the first international binding instrument to explicitly recognise children as human beings with innate rights. The Convention on the Rights of the Child sets out children's rights across all areas of their lives, including education. Given that education is crucial for the short-, medium- and long-run well-being of every child, the main stress is on implementing and protecting this right in important international human and children's rights treaties. The author highlights problems arising from selected cases of infringements of children’s right to education, especially in ECtHR decisions. In the last section, attention is paid to the COVID-19 crisis and its impact on children's right to education.
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TURCZYK, MAŁGORZATA. "REALISING THE CHILD'S RIGHTS IN EARLY CHILDHOOD IN THE CONTEXT OF CHILDREN’S SOCIAL PARTICIPATION: THE CASE OF THE CHILD’S RIGHT TO A FAMILY". Society Register 5, n.º 2 (15 de maio de 2021): 69–82. http://dx.doi.org/10.14746/sr.2021.5.2.05.

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The article presents the need to make the culture of children's rights fundamental from the earliest years of their lives, given the idea of children's social participation. Creating and practising such a culture throughout childhood is a task that requires not only a thorough knowledge of the child’s rights among both parents and teachers but also the wider acceptance of these ideas and the creation of the right environment for sharing and speaking up for them both at home and in early education settings. The academic and colloquial discourse on parental practices and institutional childcare often overlooks the dimension/significance of recognising children's participation in safeguarding their human rights. Meanwhile, the processes of early normative socialisation are of great importance to their development and their future attitudes towards law in general and towards their human rights and others' rights. Social participation is where the child can experience his or her rights and learn about respecting others' rights. With this in mind, a question must be asked about how children's rights are realised in early childhood in the context of their participation in the socialisation process. The author uses the example of the child’s right to a family as a lens to observe how the idea of the children’s participation in securing children’s rights may be realised or violated. The article is based on an analysis of the subject's literature, in which legal discourse and teachings on child-rearing and early education are used as the interpretative context.
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Kmak, Malgorzata. "DEVELOPMENT OF CHILDREN'S RIGHTS IN POLAND – SELECTED ASPECTS". MEST Journal 9, n.º 1 (15 de janeiro de 2021): 46–53. http://dx.doi.org/10.12709/mest.09.09.01.06.

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Children’s rights are human rights, they result from the personal dignity and uniqueness of the child as a person. They apply to every child, they cannot be stripped away or renounced. It also means that if a child has a right, the state must ensure that it can be exercised. Further, if the child has a certain right, it means that there must also be procedures to enforce it. The beginning of the international movement for the protection of children's rights dates back to 1874, when the first organization for the protection of children's rights, the New York Society for the Prevention of Cruelty to Children, was founded in The United States. In Europe, at a similar time, since 1880, international societies of criminologists, youth court judges, care for abandoned and homeless children were being established to work on relaxing the criminal law for minors or establishing educational and care facilities for children. It was in the 19th century when the rights of the child were discussed in Poland for the first time. Moral, religious, or customary norms regulated children’s place in the community. However, the development of these rights was a long process that had started in Poland much earlier. The article aims to present selected historical situations affecting the development process and the current state of children's rights in Poland.
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Lux, Ágnes. "How green are children’s rights institutions in the Visegrád countries?" Intersections 9, n.º 2 (16 de setembro de 2023): 7–28. http://dx.doi.org/10.17356/ieejsp.v9i2.1138.

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Environmental damages have already been clearly linked to human rights- and particularly children’s rights violations as climate change particularly affects the present (and future) generation of children, undermining the effective exercise of rights enshrined in the UN Convention on the Rights of the Child (UN CRC), including the right to life, survival, and development, health, an adequate standard of living, education, and freedom from violence. With the almost universal ratification of the UN CRC, states have committed to the obligation to enforce children’s rights at all levels of society. In the possible best implementation of the UN CRC, independent human/children’s rights institutions (IH/CRIs) can play a vital role. However, many ICRIs still do not confront issues associated with environmental and climate change related to children’s rights. My main question was why these institutions are not (or are only barely) addressing these issues. In this paper, I focus on mapping the implementation of children's right to a healthy environment by analyzing the ICRIs in the Visegrád countries: Poland, Hungary, Czech Republic, and Slovakia through descriptive and comparative techniques and a survey sent to dedicated institutions.
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Yohana, Nova, M. Nor, Fitri Hardianti e Tuti Khairani Harahap. "Communication Model Of Siak Children’s Forum Cohesiveness In Actualizing Siak Child-Friendly City". MIMBAR : Jurnal Sosial dan Pembangunan 34, n.º 1 (19 de junho de 2018): 138–46. http://dx.doi.org/10.29313/mimbar.v34i1.3222.

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The Siak Children’s Forum (FASI) is a children's organization organized by the government of Siak Regency to bridge communication and interaction between government and children in order to fulfill the rights of children’s participation and empowerment in a development policy program of Siak Regency as a child-friendly city. This study is conducted in order to inform and analyze the participation and communication of cohesiveness to achieve empowerment in a development policy of child-friendly city in Siak Regency. The research is qualitative with collecting data methods of observation, interviews, and documentation. The result objective of this research is to show the world that FASI as the sponsor for fulfilling and empowering childrens’ rights in participation is having an active participation to share and think of social participation and an interest in participation. FASI group cohesiveness is clearly seen from members’ intensive interaction, loyalty and communication in the forum through face-to-face communication or virtual network communication of all channels as the efforts to actualize and fulfill children’s rights in Siak Regency.
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Ha, Rahee, e Hyeon-Jeong Kim. "A Study on Early Childhood Teachers9 experiences to Guarantee Children9s Right to Participate in the Early childhood․Play-centered curriculum". Educational Research Institute 44, n.º 1 (30 de junho de 2024): 247–70. http://dx.doi.org/10.34245/jed.44.1.247.

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This study aims to suggest ways to realize children's participation rights by exploring teachers' experiences to ensure children's participation rights in the process of implementing early childhood and play-based education. To this end, this study conducts individual in-depth interviews with six teachers in charge of kindergartens and nurseries, and a spiral analysis was conducted. The results showed that teachers' experiences of ensuring children's participation can be categorized into efforts to ensure children's participation and difficulties in the implementation process. First, teachers saw the importance of ensuring children's right to participate and made efforts to engage children by asking questions in their daily routines, supporting interactions that included all children, ensuring children's initiative in play, and accommodating children's needs for play. Second, teachers were challenged by high toddler-to-teacher ratios, lack of knowledge and experience in how to support children, dichotomous perceptions of play and learning, and disagreements with institutional administrators. The findings of this study will provide implications for practical measures to realize children9s right to participate.
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Dewi, Anak Agung Istri Ari Atu, Ni Ketut Supasti Dharmawan, Anak Agung Istri Eka Krisnayanti, Putu Aras Samsithawrati e I. Gede Agus Kurniawan. "The Role of Human Rights and Customary Law to Prevent Early Childhood Marriage in Indonesia". Sriwijaya Law Review 6, n.º 2 (19 de julho de 2022): 268. http://dx.doi.org/10.28946/slrev.vol6.iss2.1885.pp268-285.

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Preventing early childhood marriage (ECM) can protect children’s rights from the perspective of human rights. There are several rules regarding the age limit for marriage. In Indonesia, the minimum age for marriage is nineteen years. However, in fact, early child marriage is still relatively high, with the seventh highest ranking in the world. This study aims to elaborate on the rights of children, which ECM potentially violates, and to identify who is responsible for minimizing and/or combating this phenomenon. This normative legal research with a human rights approach occurs in the childhood protection context. The results show that ECM has implications for violations against the right to life, the right to education, the right to develop, and the right to health. Thus, more stringently applying international and national law and combining with local wisdom (Balinese Customary Law) in protecting children's rights in the context of preventing ECM can prevent ECM effectively and minimize violations of other children's rights. Moreover, it is believed that the responsibility to reduce and combat ECM not only belongs to the government but also to all stakeholders within the community, such as families, academics, the media, non-profit organizations, entrepreneurs, and customary.
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Nurdina, Melista Aulia. "Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens". Constitutionale 2, n.º 1 (23 de abril de 2021): 01–12. http://dx.doi.org/10.25041/constitutionale.v2i1.2254.

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Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the fulfillment of children’s rights in the Special Development Institute for Children, factors that hinder the implementation of the fulfillment of rights in the Special Development Institution for Children. The approach to the problem used in this research is normative and empirical juridical. The data analysis in this study was conducted qualitatively. This study found that the rights of children in the Class II of Bandar Lampung Special Development Institution have been carried out well. The assisted children get formal and non-formal education; the assisted children receive self-development guidance such as hair shaving, electric welding, planting, and mind preservation. The assisted children are also free to play music, exercise, and perform worship according to their respective beliefs. Implementing the fulfillment of children's rights uses an individual approach, and its implementation uses an assessment. Officers have programs to fulfill children’s rights, such as service, guidance, implementation, and supervision. The author suggests that Class II of Bandar Lampung Special Development Institute’s officers can fulfill children's rights ranging from formal education, non-formal education, skills, self-development, religion, maximizing the individual approach method to assisted children so that they can know more about the backgrounds, needs, emotions and interests of these children, as well as improve the quality of existing advice and infrastructure.
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Lansdown, Gerison, Shane R. Jimerson e Reza Shahroozi. "Children's rights and school psychology: Children's right to participation". Journal of School Psychology 52, n.º 1 (fevereiro de 2014): 3–12. http://dx.doi.org/10.1016/j.jsp.2013.12.006.

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ESGİN GÜNDER, Esma. "COVID-19 Pandemi Sürecinde Türkiye'de Çocuk Hakları". Journal of Social Research and Behavioral Sciences 7, n.º 14 (10 de dezembro de 2021): 137–49. http://dx.doi.org/10.52096/jsrbs.7.14.6.

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This study aims to emphasize the importance of considering children's rights in the social structure, especially in the family, during the Covid-19 pandemic process. Learning-teaching environments, which are new for children, parents and educators, distance education practices, and precautionary restrictions during the pandemic process cause stress on individuals and cause child abuse in the family. Although distance education applications are found useful and convenient in terms of protecting children from diseases and dangers and meeting their right to life and development, they cause violations of rights and some developmental problems for children who cannot access online courses. The near-future developmental consequences of social isolation, which is one of the measures taken during the pandemic process, especially when pre-school children's physical activities (the right to play) and their ability to socialize with their peers are examined in different studies. In this context, this study is a compilation that aims to examine children's rights in Turkey, based on the results of current research and reports, based on the four basic principles of the Convention on the Rights of the Child, within the framework of the measures taken and practices developed during the Covid-19 pandemic. Keywords: Children’s Rights, Pandemic Covid-19, Family, Social Isolation, Preschool Children.
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Teses / dissertações sobre o assunto "Childrenʹs rights"

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Kihara, Ivy Evonne Wanjiku. "The Impact of Terrorism and Counter-Terrorism on the Right to Education". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1099_1318496212.

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After the 9/11 terrorist attacks in the United States of America, there has been a shift in the policies of many countries to combat terrorism. Terrorism has had a devastating effect on many citizens of the world. These include „the enjoyment of the right to life, liberty and physical integrity of victims. In addition to these individual costs, terrorism can destabilise Governments, undermine civil society, jeopardise peace and security, and threaten social and economic development.‟1 All of these also had a real impact on the enjoyment of human rights. Therefore the fight to curb further terrorist attacks is paramount. States are charged with the responsibility of curbing terrorism by their citizens. But with responsibility comes obligations to the citizenry.2 States should therefore not engage in policies or actions that further deprive others of their enjoyment of human rights. This is well put by Hoffman when he says „history shows that when societies trade human rights for security, most often they get neither.
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Poh, Boon-nee. "Children's rights and child abuse /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470812.

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Shier, Harry McCall. "Children's rights in school : the perception of children in Nicaragua". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709819.

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For the many thousands of children in poor countries who drop out of school and so lose out on the life-chances that education might offer them, the notion of a ‘right to education’ has little meaning. Poverty and child labour are contributing factors, but for many children lack of respect for their rights in education is also a major problem. While current ‘whole-school approaches’ to children’s rights seem promising, failure to address underlying problems reduces their effectiveness. This thesis explores how children and adolescents in Nicaragua’s coffee sector perceive their human rights in school, providing insights that can contribute to the development of effective human-rights- based approaches to schooling, particularly in poor countries where the right to go to school must itself be claimed and defended. To understand how children themselves perceive their rights in school and the issues that concern them, the adult researcher worked in partnership with a team of child researchers in Nicaragua. The use of a distinctive methodology known as ‘Transformative Research by Children and Adolescents’ generated additional knowledge regarding the development of productive and ethical partnerships between child and adult researchers. The child researchers were facilitated in developing and carrying out a research project using qualitative interviews to address the above issues, including producing and publishing their own report; while the adult researcher gathered background information from parents, teachers and other adult informants. With the young researchers’ approval, their original data was subjected to a more thorough thematic analysis, which was compared with their own analysis. Four main themes emerged: (1) Developing positive human relations is fundamental for a rights-respecting school; (2) Students see some forms of behaviour management as rights violations, for example depriving them of playtime as punishment; (3) Lack of attention to the complex relationship(s) between rights and responsibilities has led to confusion and misunderstandings; (4) The child’s right to be heard was not an important issue for the children in this research, which raises questions for adult researchers interested in this topic. The main implications of the study are: highlighting the need for a rights-based approach to human relations in schools, particularly for dealing with behaviour issues; identifying the need for a more coherent and consensual pedagogy around children’s rights and responsibilities; and helping adult and child researchers develop more effective and productive partnerships.
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Dan, Jau-Wei. "Rights, children's rights and compulsory education". Thesis, University of Glasgow, 1991. http://theses.gla.ac.uk/3862/.

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The ideas of children's rights, children's right to education and compulsory education are widely accepted nowadays, if only in general terms. This thesis is concerned to explore and offer possible reasons for the acceptance of these ideas, and, particularly, to clarify the relation between the ideas of `lq children's right to education and `lq compulsory education. First, however, it is necessary to consider the general features of rights-talk, on the grounds that the denotations and connotations of rights-talk have some significant bearings on the central issues of the thesis. Thereafter, the emphasis is shifted to the question of children's rights. Certain writers' theories - namely, Hobbes', Mill's and Hart's - were once assumed to be contradictory to the idea of children's rights, but it is argued that these writers' theories have been misunderstood. Apart from clarifying these writers' theories in relation to children's rights, the thrust of this thesis is to offer a convincing justification for the idea of children's rights in general, and children's rights is rationally acceptable and practically necessary in maintaining satisfactory relationships between children and other parties for people who are rational, self-interested, just and benevolent. It is also argued that children's right to education is justifiable on the grounds that it is an essential good for both children and society as a whole. The issue of children's right to education is tackled within the framework of liberal democracy; hence the form of education proposed is also geared to the cultivation of persons who can play a part in a liberal democracy. The issue of compulsory education is discussed. It is argued that compulsory education can be justified and that its justification is mainly based on paternalism and children's obligation to undertake education. In the concluding chapter, it is argued that children's right to education can indeed be used to justify compulsory education, but this line of reasoning should be based on paternalism, which in turn should be rights-based. The thesis finally reaches the conclusion that the option-rights tradition and the claim that rights-talk is not self-referring should be rejected.
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Tuveng, Marthe Rise. "That is children’s right – isn’t it? : How does Statens Barnehus bring forward children’s rights to be heard?" Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23726.

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Through qualitative analysis with basis in a theoretical framework constructed by perspectives from sociology of childhood and Freeman and Dwyer’s understanding of children’s rights, this thesis contributes to in depth knowledge and critical analysis of actors perspectives and experience with Statens Barnehus forwarding children’s rights. This thesis has the aim to explore and examine the role of Statens Barnehus and their work with abused children. Through 8 in-depth interviews this thesis set focus on the impact of establishment of Statens Barnehus and their process related to forensic interview and problematize the concept of understanding children’s rights in different institutions. The aim of the in-depth interviews is to explore different actors understanding of `Statens Barnehus´ and how Statens Barnehus can contribute to forwarding children’s rights to be heard.
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Tolley, Tamara Rose. "Understanding children's rights". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365523.

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Susantijo, Susi. "The impact of the rule of law on the implementation of the convention on the rights of the child in Indonesia and Australia". Thesis, Susantijo, Susi (2009) The impact of the rule of law on the implementation of the convention on the rights of the child in Indonesia and Australia. Masters by Research thesis, Murdoch University, 2009. https://researchrepository.murdoch.edu.au/id/eprint/1655/.

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This thesis concerns the implementation of the Convention on the Rights of the Child (‘the CRC’) in Indonesia: The chasm between theory and practice. Despite the enactment of several laws and regulations aimed at protecting the rights of the child, Indonesia’s implementation of children’s rights remains very limited. The theme of this thesis is that, despite the existence of adequate written laws, a state can fail to achieve an effective implementation of human rights, as exemplified by Indonesia. This thesis will focus on the impact of the rule of law on the holistic well-being of children, a group that Indonesia has acknowledged plays ‘a strategic role’ and is in a ‘unique position [to ensure] the continued existence of the nation’. The development of the rule of law and its impact on the implementation of the CRC in Indonesia will be compared to Australia, a state where the CRC has been much better implemented. There is an inextricable link between the rule of law and human rights. The prevailing view is that the rule of law does not depend on written laws; the rule of law is more about the extra-legal aspects of a society, such as culture, socio-economic factors and political factors. In the absence of the rule of law, human rights can only be selectively implemented and enforced. The rights of the child are a global human rights issue, which is particularly pertinent to Indonesia, a nation with a poor record for implementing children’s rights. Children’s rights are well established in international law, largely due to the adoption of the CRC. The CRC has provided the greatest contribution to the field of children’s rights and will serve as the focus of this thesis. Apart from being the most universally ratified human rights convention in history, the CRC expressly recognises a range of children’s rights including civil, political, socio-economic and cultural rights. More importantly, the CRC shifted the responsibility for implementing children’s rights from parents and local communities to State Parties. The CRC is thus an advanced tool for assessing the standard of children’s rights internationally and for implementing change, and will be used to compare the current status of children’s rights in Indonesia and Australia. Arguably, the issue of children’s rights is complex and the implementation of children’s rights requires a multifaceted approach. This thesis will conclude with recommendations on how Indonesia can move forward to achieve a better implementation of children’s rights.
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Susantijo, Susi. "The impact of the rule of law on the implementation of the Convention on the Rights of the Child in Indonesia and Australia /". Susantijo, Susi (2009) The impact of the rule of law on the implementation of the convention on the rights of the child in Indonesia and Australia. Masters by Research thesis, Murdoch University, 2009. http://researchrepository.murdoch.edu.au/1655/.

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This thesis concerns the implementation of the Convention on the Rights of the Child (‘the CRC’) in Indonesia: The chasm between theory and practice. Despite the enactment of several laws and regulations aimed at protecting the rights of the child, Indonesia’s implementation of children’s rights remains very limited. The theme of this thesis is that, despite the existence of adequate written laws, a state can fail to achieve an effective implementation of human rights, as exemplified by Indonesia. This thesis will focus on the impact of the rule of law on the holistic well-being of children, a group that Indonesia has acknowledged plays ‘a strategic role’ and is in a ‘unique position [to ensure] the continued existence of the nation’. The development of the rule of law and its impact on the implementation of the CRC in Indonesia will be compared to Australia, a state where the CRC has been much better implemented. There is an inextricable link between the rule of law and human rights. The prevailing view is that the rule of law does not depend on written laws; the rule of law is more about the extra-legal aspects of a society, such as culture, socio-economic factors and political factors. In the absence of the rule of law, human rights can only be selectively implemented and enforced. The rights of the child are a global human rights issue, which is particularly pertinent to Indonesia, a nation with a poor record for implementing children’s rights. Children’s rights are well established in international law, largely due to the adoption of the CRC. The CRC has provided the greatest contribution to the field of children’s rights and will serve as the focus of this thesis. Apart from being the most universally ratified human rights convention in history, the CRC expressly recognises a range of children’s rights including civil, political, socio-economic and cultural rights. More importantly, the CRC shifted the responsibility for implementing children’s rights from parents and local communities to State Parties. The CRC is thus an advanced tool for assessing the standard of children’s rights internationally and for implementing change, and will be used to compare the current status of children’s rights in Indonesia and Australia. Arguably, the issue of children’s rights is complex and the implementation of children’s rights requires a multifaceted approach. This thesis will conclude with recommendations on how Indonesia can move forward to achieve a better implementation of children’s rights.
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Murray, Ellen Jane Anne. "Exploring children's emerging conceptions of their participation rights and responsibilities". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/NQ41361.pdf.

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Viera-Crespo, Sharon Ellysse. "Children's rights and empowerment". Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571300.

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My objective in the proceeding paper is to qualitatively analyze the conditions of children since the child population faces severe discrimination with few laws created and enforced to protect it, especially when most societal systems are predicated on ageism (a form of discrimination based on age). The most comprehensive child policy present on an international level is the Convention of the Rights of the Child (CRC). This also includes the CRC's three Optional Protocols (OPs), which countries can also ratify for further protections or address emerging issues; these are OP number one: the safeguarding of children from armed conflict, OP number two: the sale of children, child prostitution, and child pornography, and OP number three: the opening of communications procedures for children with complaints of violations. Because of the progressiveness of the Convention and its Protocols, if ratified and adhered to by a country's government or if at least followed by those that have not ratified it, children's conditions would progressively improve. My primary case studies include El Salvador, Costa Rica, the United States; and I also touch upon Kenya, the Philippines, Sweden, Norway, and Canada. The conditions of children in neighboring Central American countries, El Salvador and Costa Rica, are compared with those in the U.S. By measuring the level of each country's fulfillment of key provisions and concepts within the CRC and the Protocols, despite the U.S not ratifying the core body of the CRC, I qualify the conditions of these country's children. The first Optional Protocol is especially pertinent to El Salvador, Costa Rica, and the Philippines since there are extremely high rates of child sexual exploitation in these countries. This is especially the case for the Philippines, since UNICEF estimates that one million children per year are trafficked out of Southeast Asia alone. The second Optional Protocol is especially pertinent to El Salvador since the Salvadorian community and its government are still recovering from the country's civil war and the participation of children in this conflict. Out of all of my case studies, Costa Rica is the only state that has adopted the third Optional Protocol (Melton), again demonstrating the country's progressiveness not only in valuing the child's voice, but more generally in human rights.

The analysis showed that the cultural and social backgrounds of each country are leading variables (other variables including standing law and economic systems in each country and inertia that follows after major policies are ratified) that drive the country's views and subsequent treatment of children; and the ratifying countries, Kenya, the Philippines, Sweden, and Norway also confirm this conclusion. Thus mere ratification of the CRC by a country is insufficient in ensuring children's rights under its provisions. In my concluding chapter, I look to leading international examples of child welfare promoters, Nordic countries such as Sweden and Norway, to offer suggestions on how local and national governments can better actualize and support positive conditions for children.

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Livros sobre o assunto "Childrenʹs rights"

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Belarus) Kruglyĭ stol "Perspektivy vvedenii͡a instituta Upolnomochennogo po pravam rebenka v Respublike Belarusʹ (2006 Minsk. Materialy kruglogo stola "Perspektivy vvedenii͡a instituta Upolnomochennogo po pravam rebenka v Respublike Belarusʹ": 29 noi͡abri͡a 2006 goda, g. Minsk. Minsk: Postoi͡annai͡a komissii͡a Palaty predstaviteleĭ Nat͡sionalʹnogo sobranii͡a Respubliki Belarusʹ po pravam cheloveka, nat͡sionalʹnym otnoshenii͡am i sredstvam massovoĭ informat͡sii, 2006.

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2

Malaspina, Ann. Children's rights. San Diego, CA: Lucent Books, 1998.

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3

Cowden, Mhairi. Children’s Rights. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137492296.

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Farrell, Courtney. Children's rights. Edina, Minn: ABDO Pub., 2010.

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Freeman, M. D. A. 1943-, ed. Children's rights. Aldershot: Ashgate Dartmouth, 2004.

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L, Fernando Jude, e American Academy of Political and Social Science, eds. Children's rights. Thousand Oaks, CA: Sage Publications, 2001.

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WiLDAF-Ghana. Children's rights. Accra: Women in Law and Development in Africa (WiLDAF Ghana), 2014.

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Toure, Issa. Children's rights. Nairobi: Macmillan Kenya, 2007.

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McCurdie, Janet. Children's rights. Rondebosch [South Africa]: SJRP & LEAP Institute of Criminology, University of Cape Town, 1992.

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D, Freeman Michael, ed. Children's rights. Aldershot, Hants, England: Ashgate, 2003.

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Capítulos de livros sobre o assunto "Childrenʹs rights"

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Osler, Audrey, e Aya Kato. "Children's Right to Have Rights". In Pushing the Boundaries of Human Rights Education, 32–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003321644-4.

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Westwood, Joanne. "Children in Need and Children’s Rights". In Children in Need of Support, 52–68. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28659-8_4.

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Woodhouse, Barbara Bennett. "Children’s Rights". In Handbook of Youth and Justice, 377–410. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1289-9_20.

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Smith, Anne B. "Children’s Rights". In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_263-1.

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Smith, Anne B. "Children’s Rights". In Encyclopedia of Educational Philosophy and Theory, 167–71. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_263.

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Peña, Ana Lucía Noreña, e Miguel Antonio Sánchez Cárdenas. "Children’s Rights". In Encyclopedia of Global Bioethics, 1–11. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05544-2_76-1.

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Fox, Darrell. "Children’s Rights". In Family Group Conferencing with Children and Young People, 59–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71492-9_5.

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Herring, Jonathan, Rebecca Probert e Stephen Gilmore. "Children’s Rights". In Great Debates in Family Law, 57–76. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-48157-3_3.

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Kent, George. "Children’s Rights". In Children in the International Political Economy, 141–56. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230375536_9.

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Kellett, Mary. "Children’s Rights". In Children’s Perspectives on Integrated Services, 165–77. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-32709-3_11.

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Trabalhos de conferências sobre o assunto "Childrenʹs rights"

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Guštin, Matko. "CHALLENGES OF PROTECTING CHILDREN’S RIGHTS IN THE DIGITAL ENVIRONMENT". In The recovery of the EU and strengthening the ability to respond to new challenges – legal and economic aspects. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2022. http://dx.doi.org/10.25234/eclic/22439.

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The imperative of every state is to protect the children’s rights as the most vulnerable social group. The protection of children’s rights has been particularly intensified with the adoption of the UN Convention on the Rights of the Child (1989), which promotes four basic principles – non-discrimination, the right to life, participation in decision-making and active participation in resolving issues that affect their lives, as well as the best interests of the child. The consequences of the (still actual) COVID-19 pandemic are visible in many areas, including the protection of children’s rights. Namely, children had to get used to the “new normal” in an extremely short period of time, which in certain segments had an adverse effect on their development and social integration. The effects of the COVID-19 pandemic are also visible in the digital environment, which brings with it a number of positive and negative aspects in relation to children and their rights. Although the virtual environment has made it possible to fulfil one of the universal rights of children – the right to education, it has intensified a special form of violence – virtual, cyber violence that threatens the safety of children in the “new normal”. It is important to emphasize that the Council of Europe has adopted Recommendation CM/Rec (2018)7 of the Committee of Ministers to member states on Guidelines for Respect, Protection and Exercise of the Rights of the Child in the Digital Environment. Given that the digital environment shapes children’s lives in different ways, creating opportunities, but also certain risks to protect their well-being, this document recommends that member states review their legislation, policies and practices to promote the full range of children’s rights in the digital environment and providing effective responses to all the impacts of the digital environment on the well-being of children and the enjoyment of their human rights. European Union policies in the field of protection of children’s rights are also very important. Through its policies, the European Union seeks to enable every child to realize his or her full rights. The European Union’s Strategy on the rights of the child sets children apart from the leaders of tomorrow and the citizens of today. For the issues of this paper, a particularly important part of the Strategy are the guidelines for creating policies aimed at protecting the rights of children in the digital society. In addition to the above, there are a number of other documents of the Council of Europe and the European Union for the protection and promotion of children’s rights, which are analyzed in the context of digitalization. Special emphasis is placed on contemporary issues of development and protection of children’s rights to privacy in the digital environment, the right to access the Internet and digital literacy, but also cyber violence as a form of endangering the child’s safety, and the discussion on which issues was further stimulated by the COVID-19 pandemic.
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KOBALADZE, Lika. "CHILD WELL-BEING AS AN ELEMENT TO THE RIGHT TO HAPPINESS". In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.20.

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The United Nations Convention on the Rights of the Child51 (the Children’s Convention), which Georgia signed up to in 1994, sets out the inherent rights of all children. Child wellbeing can only exist when children have all of their rights fulfilled – these include the rights to survival and development; to be free from discrimination; to have their best interests considered; and to participate and have their voices heard and considered. Child wellbeing is an overarching social state that can only be achieved when certain conditions are met52 . Even if some children experience wellbeing in some domains, child wellbeing can only exist when all children experience wellbeing and are happy. As for the Right to Happiness, the Resolution adopted by the UN General Assembly on 28 June 201253 identifies the pursuit of happiness as "a fundamental human goal" and promotes a more holistic approach to public policy and economic growth — one that recognizes happiness and wellbeing as important pieces of sustainable and equitable development. Key words: Child Well-Being, Right to Happiness, Element of Happiness, Children Happiness indicators
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Marginean, Livia. "The significance of authorities promoting messages about children’s right to a family". In Scientific-Practical Сonference ‘FAMILY RESILIENCE PERSPECTIVES IN THE CONTEXT OF MULTIPLE CRISES’. X Edition. Stratum plus I.P., High Anthropological School University, 2023. http://dx.doi.org/10.55086/prfcmcx109118.

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In the content of this article, the aspects of promotional communication in the child protection system are analyzed, with the main objective of raising awareness and sensitizing the public opinion regarding the rights and needs of children in vulnerable situations. Effective and accessible communication is essential, and authorities are open to dialogue with community members to fulfill their mission of promoting children’s rights and ensuring a suitable family environment for them. The quality of messages transmitted regarding children’s right to a family can stimulate community involvement in supporting these rights and can generate appropriate measures to adopt policies that ensure children’s rights to a family and promote acceptance and support for children in need of a safe and caring family environment, reducing discrimination and prejudices against them. In the child protection system, promotional communication needs to be carried out with professionalism and consolidated skills. In the context of reforming the child care system and creating an integrated system of social services, authorities must develop campaigns and plans to promote and raise awareness about alternative family-based services, ensuring their availability and accessibility for every child.
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Preložnjak, Barbara. "IMPACT OF COVID CRISIS ON CHILD’S RIGHT TO EDUCATION". In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18320.

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The right to education is regulated by norms of many international and regional documents. It includes many rights and plays an important role in the "all-round development of man" and its scope: physical, emotional, ethical, aesthetic, intellectual, professional, civic and international. The right to education is not the exclusive right of children. It is first and foremost the right of children and is essential for children's development. Therefore, it is generally accepted that educational opportunities should be equal for children. Unfortunately, the right to education has been severely curtailed in a short period of time due to the COVID -19 pandemic. According to UNESCO, 191 countries have temporarily closed national or local schools to contain the spread of COVID -19. This has resulted in school-age children being unable to receive basic education. This situation is particularly difficult for children from dysfunctional or disadvantaged families. Some families do not have internet, computers or books. Some parents cannot help them with homework because of educational or language limitations. All these unequal educational opportunities limit schooling. On the way to eliminate inequality in access to education and protect children from rights violations, the author will discuss whether Rawls' principle of fairness provides a good basis for the government to take action to eliminate unequal opportunities for education.
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Stamenković, Ivana M. "Poimanje deteta, detinjstva, razvoja i učenja iz postmoderne perspektive". In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.091s.

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The paper presents postmodern perspectives on child and childhood, development and learning, which rely on mutually intertwined starting points of poststructuralism, sociocultural theory, sociology of childhood and relational pedagogy. In order to advocate for childrenʼs rights and to support their well-being, it is very important to understand how specific socio-cultural-political context shapes childrenʼs lives, identities, development and learning. Аdditionаlly, the paper indicates the significance of continuous critical reexamination of dominant discourses about child and childhood, child’s nature and children’s needs, what children are, can be and should be, what is natural, normal and necessary in development, as well as how children learn, how they should learn and what is important for learning. Since the educational practice depends on existing beliefs and constructions, emphasis is placed on problematizing, deconstructing and reconstructing discourses that are taken “for granted”.
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Winkler, Sandra. "THE IMPACT OF COVID-19 ON CHILDREN’S RIGHTS". In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18321.

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In emergency situations, the people most affected are often those who are already vulnerable, and this certainly includes children. The “new normal” we are living in to defend ourselves against this tiny yet dangerous enemy has serious repercussions on children’s lives. This becomes even more evident if we think of those children who are doubly vulnerable – they are even more fragile because they live in conditions of particular hardship when they live outside their family, have a disability, or live in poverty. Since the beginning of the Covid-19 pandemic, we have witnessed the proliferation of numerous initiatives by various national and international children’s rights institutions, which have called for urgent measures to protect children’s rights. At this precise moment, the concept of the child’s best interests is also reinterpreted as a result of a reasonable compression of certain children’s rights and the prevalence of others. The present paper will attempt an analytical reconstruction of children’s fundamental rights by analyzing how these rights have changed during the pandemic. In fact, it is necessary to know if and/or how much have the rights of minors changed as a result of the emergency. The second part of the paper is dedicated to the question of which children’s rights will be most compromised or changed in the post-Covid-19 era. In reflecting on the inevitable consequences that the pandemic will leave on the delicate balance of the development of children’s rights, the author will offer some proposals on how to contain the encountered difficulties.
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Peka, Nejla. "Guarantee of the Right to Online Education in Exceptional Situations: Case Study of the COVID-19 Pandemic". In Eighth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/limen.2022.371.

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Covid-19 came as a challenge in human being life. After the an­nouncement of the state of the world pandemic on March 11, 2020, by the World Health Organization, the government reacted to this situation, under­taking a series of measures considering the general interruption of social and economic activities such as closing schools, the prohibition of mass gatherings in closed or open places, the restriction or prohibition of other movements in­side and outside the country, which brought the country into total quarantine for about three months. Among other things, the government also presented an action plan for the prevention and response to Covid-19 in May 2020, which provided three pillars of action: prevention, response, and recovery, to continue providing health services to the entire population. While the government’s re­sponse has necessarily been swift in terms of protecting health and guarantee­ing the right to life, the pandemic situation brought a new challenge, in terms of children’s well-being and the effective exercise of their rights, especially in the most vulnerable children. In the situation of the global pandemic, internation­al institutions have addressed a series of recommendations and statements for the protection and guarantee of the rights of children and their families. In April 2020, ENOC 2 calls on governments, the European Commission and the Council of Europe to take all appropriate actions to ensure that the rights of all children are guaranteed in accordance with the United Nations Convention on the Rights of the Child. Children’s rights and, the comments of the United Nations Committee on the Rights of the Child, should be respected during the Covid-19 health care crisis.
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Hoefnagels, Cees, Anna Van Spanje e Saskia Wijsbroek. "Implementing the Rights of the Child". In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10187.

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Although almost all countries have ratified the UN Convention of the Rights of the Child (UN CRC), children’s rights are violated every day, including in Europe. Many decisions that will affect the child’s life, for instance regarding family interventions in child abusive families, or being removed from their home, are made by adults unilaterally without taking the child’s opinion into consideration (CRC, Art. 12). Since most children and adults are unaware of children’s rights, these rights are regularly violated by their parents, youth professionals and other children in addition to society as a whole. Therefore, the objective of this project is to change the current practice and monitor the changes. To reach this goal: 1) A series of pilot projects will be conducted in order to raise awareness and to implement children’s rights in daily practice, among youth professionals and children. 2) These projects will be monitored through longitudinal multi-method (qualitative and quantitative) studies. 3) Networking conferences will be organized to a) design the pilot projects in the initial stage, and b) learn about the conditions in the final stages. Literature downloads.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_summary-1.pdf?_ga=2.53414636.536433711.1558 Financing ideas for the projects In the EU, call next year: https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opportunities/topic-details/rec-rchi-prof-ag-2019In local countries (e.g. in the Netherlands: Kansfonds, ZonMw) Available A paper to incorporate child rights in the Dutch reporting code on child maltreatment for all mandated reporting disciplines: Geurts, E., Hokwerda, Y., Bouma, H., Winder, L. & Hoefnagels, C. (2018). Handreiking ‘Participatie van kinderen in de Meldcode huiselijk geweld en kindermishandeling’. In opdracht van het Ministerie van VWS in het kader van het programma ‘Aanscherping en verbetering Meldcode en werkwijze Veilig Thuis’. Den Haag: Ministerie van Volksgezondheid, Welzijn en Sport.
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Parnisari, Elena. "A PARTICIPATORY ACTION RESEARCH DEVELOPED IN SOUTHERN EUROPE. Measuring children’s right to the city through urban design." In International Urban Planning Research Seminar. Universitat Politècnica de Catalunya, Grup de Recerca en Urbanisme, 2024. http://dx.doi.org/10.5821/siiu.12778.

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Today public spaces have become fragile environments highlighting socio-spatial inequalities. This PhD research intends to investigate whether it is possible to define more inclusive urban programs, considering children as determinants of inclusive urban design. It will do so by measuring children’s right to the city and systematising an urban toolkit as a child participation assessment tool to make knowledge reproducible and adaptable. PAR - participatory action research - is the selected methodology. It was developed through implementing urban diagnostic workshops in two social housing neighbourhoods in Porto, Portugal, and through analysing three successful international policy programs that share common values and guidelines in Southern Europe. The research's scientific merit is to understand how to promote equitable, inclusive and caring neighbourhoods through urban and participatory design that enables residents to co-create alternatives targeted to children in contexts of social exclusion. In doing so, making it inclusive to all. Keywords: participatory action research, children’s rights, public spaces, urban policies.
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Osipenkova, Anastasiya Igorevna. "Bodily integrity children's rights". In III International applied research conference for pupils, Chair Yelena Anatolyevna Arosyeva. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-81086.

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Relatórios de organizações sobre o assunto "Childrenʹs rights"

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Dar, Anandini, e Divya Chopra. Co-Designing Urban Play Spaces to Improve Migrant Children’s Wellbeing. Institute of Development Studies, junho de 2022. http://dx.doi.org/10.19088/ids.2022.044.

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Between 2001 and 2011, India’s urban population increased from almost 28 per cent to just over 31 per cent. Almost 139 million people migrated to cities (mainly Delhi and Mumbai), often bringing their children with them. Most live in poverty in informal settlements that lack basic infrastructure and services. Their children are often out of school and have no safe spaces to play. The United Nations Convention on the Rights of the Child (UNCRC), ratified by India in 1989, recognises children’s right to play as fundamental to their social, emotional, and physical wellbeing. Urban planners need to involve children in co-designing better neighbourhoods that accommodate children’s right to play.
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Demuynck, Méryl, Anna-Maria Andreeva e George Kefford. A Practitioner’s Guide to Working with Children in VE-Affiliated Families: Protecting the Rights of the Child. ICCT, maio de 2023. http://dx.doi.org/10.19165/2022.3.03.

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The PREPARE (Promoting collaborative policies of inclusion relating to children of far right and Islamist parents in Western Europe) project aims to identify vulnerabilities and stigmas that children may face when their parents are involved in violent extremist (VE) networks, and how frontline practitioners can best address them through a collaborative approach centred on the needs of the child. It aims to support these children by supporting frontline practitioners working with these children and their families in six European countries (the Netherlands, Spain, France, Sweden, Germany and Kosovo) to develop a state-of-the-art Child Vulnerability and Intervention Tool and training modules for practitioners. Central to the PREPARE project is ensuring that human rights, the rule of law, and children’s rights remain at the forefront throughout the development and implementation of interventions and programmes aimed at supporting children of families with links to VE. This report thus aims to provide guidance for practitioners on how to support these children through a human rights- and rule of law-compliant approach, that centres on children’s needs, well-being, and long-term prospects, and helps mitigate the risks of stigmatisation, polarisation, and discrimination. This report starts by providing an overview of the rights of the child, as defined in the United Nations Convention on the Rights of the Child (UNCRC), including the four general principles that should inform the implementation of all other rights, as well as any decisions and interventions affecting children, namely the non-discrimination principle, the best interests of the child, the child’s inherent right to life, survival and development, and the child’s right to express their views freely. It notably aims to inform practitioners on what these rights are, to what extent children raised in families with links with VE might see some of these rights infringed upon, as well as how they should inform their work. Finally, this report focuses on providing guidance on identified good practices to support children growing in families with links to VE, which include adopting victim-centred, individually-tailored, gender- and age- conscious approach, developing multidisciplinary and multi-actor programmes, and providing adequate training for practitioners. In addition, the report will further address some of the key challenges and practises to avoid in regards to the safeguarding the rights of children in families with links to VE. Practices to avoid notably include security-centred approaches, one-size-fits-all responses, practices causing re-traumatisation, lack of trust between children and implementers, lack of and/or inadequate training, and lack of long-term funding to ensure sustainable support for children having been exposed to VE environments.
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Dezuanni, Michael, Aimee Hourigan e Aleesha Rodriguez. Principles for a better Children's Internet. Queensland University of Technology, 2024. http://dx.doi.org/10.5204/rep.eprints.249349.

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The 17 principles outlined in this document provide clear guidance on how to create a better Children’s Internet. In our Manifesto for a better Children's Internet we use the term the 'Children’s Internet' as a unifying concept to remind us that children have a right to playful, exploratory, fun, entertaining, positive, and educational experiences online.
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Editors, Intersections. What's Wrong With Rights for Children? Intersections, Social Science Research Council, fevereiro de 2024. http://dx.doi.org/10.35650/int.4042.d.2024.

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Hunter, Janine, e Lorraine van Blerk. The Rights of Street Children and Youth. University of Dundee, maio de 2018. http://dx.doi.org/10.20933/100001147.

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Eyng, Ana Maria, ed. Children and violence: The challenge to guarantee the rights in the children's daily contexts: Executive Summary of the 2018 Investigation Report. Observatório das Juventudes PUCPR, março de 2019. http://dx.doi.org/10.7213/resumo.relexecutivo.002.

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Okyere, Samuel, Emmanuel Frimpong Boamah, Felix Asante e Thomas Yeboah. Policies and Politics Around Children’s Work in Ghana. Action on Children’s Harmful Work in African Agriculture, março de 2021. http://dx.doi.org/10.19088/acha.2021.003.

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This paper explores policy and legislation aimed at preventing, regulating, and abolishing harmful children’s work in Ghana, and the political debates and controversies surrounding these mechanisms. The paper critically interrogates the successes and challenges of previous and current policies and interventions. It concludes that legislation and interventions aimed at preventing hazardous or harmful work should incorporate both the formal legislative rights discourse and the informal, traditional rights discourse to successfully navigate the political terrain, thereby accelerating attainment of common objectives.
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Philip, Raisa. Mothers vs Children: Co-opting Child Rights as Gender Backlash. Institute of Development Studies, abril de 2023. http://dx.doi.org/10.19088/backlash.2023.003.

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This paper examines how progressive rights frameworks are instrumentalised as gender backlash tools to suppress feminist activism. I engage with the events following Rehana Fathima’s political act ‘Body and Politics’ which faced strong backlash in the form of censure through law, and discourse capture. Using a conceptual framework I developed, I explore how various backlash concepts – co-option, censure, and discourse capture - discursively interact with each other, and identify factors that facilitate cohesion across backlash actors. I argue that in the Rehana Fathima case, the rights framework facilitated the agendas of powerful actors and not the constituents it was framed to serve. I conclude by making a case for political allyship across movements and among actors who are working on counter backlash strategies; and for deeper engagement of feminist development agendas with the sexuality of women.
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Johnson, Vicky, Tessa Lewin e Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), dezembro de 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Kjellander, Tove, e Lisa Sjöblom. Child and youth participation during crisis – Recommendations for decision makers in the Nordic region. Editado por Merethe Löberg e Christina Lindström. Nordic Welfare Centre, março de 2023. http://dx.doi.org/10.52746/okta3233.

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Every young person is entitled to be heard and involved in matters that concern them. But how can decision makers safeguard meaningful child and youth participation in times of crisis? This publication contains 34 recommendations and 9 promising examples for decision makers in the Nordic region on how to build resilient structures for the future. The analysis and recommendations in this report are based on conversations with more than 100 representatives of youth and national experts in the Nordic region, covering the Nordic countries and Greenland, Åland and the Faroe Islands. The lessons and direct experiences of the representatives of Nordic youth organisations serve as an important source of information in preparing for potential crises in the future. The learnings are valuable for all adults making decisions that concerns young, and especially important for decision makers responsible for any crisis management structures. Decision makers in the Nordic region were not prepared to protect children’s rights when the Covid-19 pandemic hit. Their right to be heard was often neglected or recognised too late. To do better in a future crisis we need to have participatory structures in place before the crisis hits. Children and young people don’t have as much power as adults, and they cannot yet vote. We also need decision makers that have positive attitudes toward children and youth, necessary skills, and competence. Decision makers should presume that a child has the capacity to form her or his own views and recognize that she or he has the right to express them. We encourage local authorities and decision makers in the Nordic region to use the checklist in the publication to build resilient structures for child and youth participation. If a new crisis strikes, the Nordic region must ensure that the perspectives and experiences of children and youth are included in the decision making processes.
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