GROUP 5

Farah Hyaiyum Abdul RahimKhairunnisa Mohamad YusoffSiti Norbaya Mohd. Radzuan

Basic Child Care :

Rights of Every Child

I AM THE CHILD

I am the child, All the world waits for

my coming, All the earth watches

with interest to see what I shall become.

Civilisation hangs in the balance,

For what I am, the world of tomorrow will be.

I am the child,I have come into

your world, about which I know nothing.

Why I came I know not;

How I came I know not.

I am curious; I am interested.

I am the child.You hold in your hand my destiny.You determine, largely, whether I

shall succeed or fail.Give me, I pray you, those things that

make for happiness.Train me, I beg you, that I may be a

blessing to the world.from “Child’s

Appeal”,

Mamie Gene Cole

DEFINITION

Basic child care: The basic and foundation of taking

care or protecting children. The necessities that children need

during their childhood. The necessities that children have

the rights to receive.

INTRODUCTION

Basic process of taking care children plays an important role in children’s development

We need to stimulate children’s physical, emotional, intellectual and social growth

There’s a need to help children explore individual interests, develop talents and independence, build self-esteem, and learn how to get along with other

Spiritual

Intellectual&

PsychologicalPhysical

Educational&

Cognitive

Social &

Emotional

BASICCHILDCARE

SOCIAL & EMOTIONAL

Develop self-esteem in young children

Get children to socialise Allow them to express their feelings Guide them from egocentric infants

to cooperative children

EDUCATIONAL & COGNITIVE

Develop children’s creativity Foster cognitive development

through discovery learning Expose children to pre-writing and

pre-reading

PHYSICAL

Security Health Food Shelter

INTELLECTUAL &

PSYCHOLOGICAL

Provide opportunities for children to develop their thinking skill

Develop curiosity and interest E.g: let children explore the beauty

of nature on their own

SPIRITUAL

Expose children to the basic Islamic knowledge and ways of life

Expose them to the basic learning of al-Quran etc

E.g: ‘doa’, be thankful, be honest Tell them the rewards the will get for

good deeds

Rights of Every Child

Children have the right:

To be with their parents or with those who care for them.

To health care and to receive enough food and clean water.

Adequate standard of living. Free and appropriate education.

Children with disabilities have the right to special care and developmental services

Speak their own language, religion and culture with other members of their group.

Be kept safe and be exploited, abused, neglected or abducted.

Not be used as cheap labour, soldier or trafficking of drugs.

Legal protection from injustice. Express their own opinion to meet to

express their view and to privacy. To have access to info and material

from a diversity of material n international sources.

Issues: Child Abuse and Health Related Issues.

1. Lead poisoning

Many families are living in low income communities.

Have inadequate medical care & lack proper access to health information.

Exposure to lead poisoning. lead based paints on walls, furniture and baby cribs.

The primary way children become lead poisoned is by eating dust, oil, or paint chips containing lead.

Leads to brain damage and mental retardation.

Taste slightly sweet and appealing to children.

2. Air pollution

Exposure to smog and other types of air pollution.

Affecting children living in urban areas.

Greater risk of asthma and other respiratory illnesses.

Children cannot do physical activities and missed days of school as well.

3. Dioxin

A by-product of incinerators & paper manufacturing.

Children are the most affected. It’s believed that dioxin is now

carried by almost everyone on earth. The amount varies from individual to

individual.

Many young children continue to live in physical

environment that are detrimental to their health

growth and overall development.

Child abuse

One of the most terrible crises of childhood

Prevent Child Abuse America (“Child Abuse” 1999) reports that for every 1000 children, there were 47 reported cases of abuse/neglect.

15% were confirmed and many reported cases are never investigated at all.

4 kinds of abuse: Physical abuse-black eye, cigarette

burns, ear injuries, sore areas of the scalp, head or skeletal injuries

Sexual abuse-intrusion, molestation with genital contact, rape, commercial exploitation through prostitution or pornographic production.

Neglect-abandonment, refusal of custody, inadequate nutrition, clothing, etc.

Psychological abuse-verbal insult, close confinement, knowingly “permitted” drug or alcohol, spousal abuse in the child’s presence

Caring for Children in a Diverse WorldDifferent background, Different abilities

Dimensions of Diversity

Racial differences Cultural differences Socioeconomic Status Family Composition

Racial differences

Race has determined a person’s status and the distribution of opportunities and privileges (Gibbs & Huang, 1989)

Where and how people live, work, and go to school are largely dependent on their racial membership.

Covert discrimination is evident It determines one’s rank in society.

The resulting economic hardships cause stresses on families that may adversely affect children’s socio-emotional functioning (McLoyd, 1990)

Moreover, constant exposure to racism means that many families of color live in a state of mundane extreme environment stress (Peters, 1985)

Many children become alienated by being constantly exposed to and excluded from more affluent and privileged lifestyle.

Cultural differences Culture influences all human activity,

including the history, attitudes, values, traditions, roles, tools and arts that are unique to specific groups.

Many of the behaviors that distinguish groups from one another are quite subtle, yet they may jeopardize communication among members of different groups and affect children’s school performance.

Longstreet (1978) identified 5 aspects of ethnicity differences;

Verbal communication – how speech is used Nonverbal communication – body language

and gestures Orientation modes – social behavior patterns Social values – roles and priorities to

particular group Intellectual modes – individuals’ learning

styles and ways of learning.

Children may express their ideas and feelings in different ways, use divergent rules for initiating and continuing conversations, enact domestic and occupational roles differently and prefer particular kinds of activities.

Socioeconomic Status

Our society is clearly divided by socioeconomic status.

The divisions are defined as upper, middle, and low, with some increments such as upper-middle.

During 1980s, the income and lifestyle gap between rich and the poor widened enormously.

Thus, not only are children being raised in segregated settings, but they are having qualitatively different child care experiences in their early years, which may contribute to the later educational gaps between groups.

Children who live in poverty have higher school dropout rates, which appear to be related most closely to their accumulated discouragement about poor academic performance (Garcia, 1991)

Many poor children encounter unfamiliar social and behavioral expectations.

Prepare children for their initial school experiences by exposing them to some of the unfamiliar expectations in a safe environment

Family Composition

Today, many children are being raised by single parents.

These households are lacking in both material and psychological resources.

Many single parents create extensive networks of relatives or friends that provide support and camaraderie.

Remarriages often result in complex family structures and relationship with stepparents, stepsiblings and half-siblings.

These blended families can become the source of support for the children but still have the potential for feeling rivalrous or rejected.

Historical Overview of Child CareThe Role of Ideology

The Role of Ideology Philosophy

Today, early enrichment programs for poor children are championed vigorously.

Voltaire thought the “the lower classes should be guided, not educated”

(Aries, 1962,p.311)

Social Class and Industrialization

Social class differences firmly entrenched in people’s thinking.

Society accepted as normal slave-like conditions of employment for poor children precluded any nurturing or educational opportunities.

Religion

Puritan religious beliefs shaped the early conceptualization of children as inherently evil.

Started the rigorous child-rearing methods now, labeled as child abuse

Greven (1973) cites early Calvinist writings on child care:

“The root and foundation of misconduct in children is human depravity; depravity in the parent, and depravity in the child”.

Provision for Early Education

The children were trained and educated without punishment or any fear it, and were while in school by far the happiest human beings I have ever seen.

(Owen, 1971, p.135)

Islamic Perspectives

“…slay not your children because of penury…”

(6:151)

“Every newborn child is born in a state of fitrah. Then his parents make him a Jew, a Christian or a Magian.”

(al-Hadith)

“Mothers shall suckle their children for 2 whole years; (that is) for those who wish to complete the suckling. The duty of feeding and clothing nursing mothers in a seemly manner is upon the father of the child. No one should be charged beyond his capacity. A mother should not be made to suffer because of her child, nor should he to whom the child is born (be made to suffer) because of his child. And on the (father’s) heir is incumbent the like of that (which was incumbent on the father). If they desire to wean the child by mutual consent and (after) consultation, it is no sin for them; and if ye wish to give your children out to nurse, it is no sin for you, provided that ye pay what is due from you in kindness…”

(2:233)

Discussion

Does society have the right to interfere in a family’s private life? In domestic violence? Why or why not?

Basic child care is discussed as the right of every child. It means, every child deserves to get enough shelter, food, and other basic necessities. However, for children who are born in poverty, their parents cannot afford to provide such necessities adequately. In your opinion, is this situation goes against the children’s rights as discussed before?

Conclusion

Every child deserves the rights of having or receiving adequate care

from the family as well as the world, regardless their diversity and

differences of background, socio-economic status, races, religion and so on. As a responsible community, we should aware so that children

would not be deprived of their rights.

In summary, child care quality is strongly associated with children’s child care outcomes.

If children are fortunate enough to have high-quality care, we can predict that they will also have optimal child development outcomes.

If children are enrolled in low-quality care the reverse is true.

References

Grossman, B.D & Keyes, C. (1990)Early Childhood AdministrationUSA: Allyn and Bacon

Hendrick, J. (2001)The Whole Child: Developmental Education for the Early YearsUSA: Merrill Prentice Hall

Spodek, B & Saracho, O.N (1992)Issues in Child CareUSA: Teachers College Press

Hildebrand, B. (1990)Guiding Your Children: 4th EditionNew York, USA: Macmillan Publishing Company