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The child's right to play is specifically addressed in the framework of the Convention on the Rights of the Child. The international recognition of this right is the central theme of this study. Through a documentary analysis of the reports of the States Parties to the Convention and the Concluding Observations of the Committee on the Rights of the Child, the study assesses the recognition of this right. The entry into force of General Comment 17 on the right of the child to rest, recreation, play, recreational activities, cultural life and the arts (art. 31) in 2013 should have marked a turning point in policies on children in the States Parties, but this did not occur. Policies cannot be developed in favour of children where play is ignored. Identifying the difficulties in exercising this right is also a challenge. Play should be part of the objectives, goals and strategies of action plans for children. El derecho del niño al juego se aborda de forma específica en el marco de la Convención sobre los Derechos del Niño. El reconocimiento internacional de este derecho constituye el tema central de este estudio. A través de un estudio documental sobre los informes de los Estados Firmantes de la Convención y las Observaciones Finales del Comité sobre los Derechos del Niño, el estudio valora el nivel de reconocimiento de este derecho. La entrada en vigor de la Observación General 17 sobre el derecho del niño al descanso, al ocio, al juego, a las actividades recreativas, a la vida cultural y a las artes (Art. 31) en 2013 debería haber supuesto un punto de inflexión en las políticas en materia de infancia de los Estados Partes, pero no ocurrió así. No se pueden desarrollar políticas a favor de los niños en las que se ignora el juego. Identificar las dificultades que entraña el ejercicio de este derecho representa igualmente un desafío. El juego debería formar parte de los objetivos, las metas y las estrategias de los planes de actuación referidos a la infancia. Ministry of Economy and Competitiveness, Spain (Award:EDU2014-52268-P)

This study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children were elicited through interviews. According to the findings, teachers’ attitudes toward the rights of the child were positive; however, their behaviors and views were not compatible with most of these rights. While teachers were sensitive to the right to protection, they did not meet the requirements of the rights to development, growth, and participation or the principles of best interest and non-discrimination. Educating teachers about the rights of the child plays an important role in enhancing children’s learning and the application of these rights. To support these rights, teachers need to properly understand the rights of the child, how to protect them, and how to reflect these rights in their practices.

What works to reduce child labor in agriculture? In this paper, we evaluate two randomized livelihood intervention programs, aimed to reduce child labor, particularly in its most exploitative forms, in rural areas of Peru and the Philippines. In the first randomized experiment, we evaluate a livelihood intervention provided to farmers in Peru that use the labor of their children on their family farms, accompanied by an education intervention aimed to improve the quality of schools and an awareness-raising intervention. In the second randomized experiment, we evaluate the incremental effect of the livelihood intervention implemented within a similar program in the Philippines, focused on the sugarcane agricultural sector. We find that when livelihood interventions were provided alone, they did not manage to improve economic conditions, and hence generally failed to reduce child labor rates in rural areas. However, when the livelihood intervention was combined with measures to improve the quality of education in Peru, we see a reduction in hazardous child labor and child labor overall. Awareness-raising interventions, aimed at changing the perceptions of parents through community interaction, appear to have also had an effect in the reduction of child labor, and these effects were reinforced by education interventions. Results indicate that a comprehensive approach including livelihood support with education and awareness-raising components is a more effective way to reduce child labor and hazardous labor for children in the agricultural sector.

This paper aimed to ascertain whether the rights of the child conflict with traditional child-rearing patterns in rural and urban Ghana among 60 participants. Qualitative exploratory study was undertaken using semi-structured interviews with parents of children who both were and were not involved in child labour (10), and stakeholders, including government officials and NGO representatives (10); focus groups (30); and participant observation techniques (10) in order to gather the needed data. Participants were purposively sampled across rural areas (Ankaase, Anwiankwanta and Kensere), and urban areas (Jamestown, Korle Gonno and Chorkor) in Ghana. The average age of parents interviewed was 31 years. Interviews were recorded and transcribed, and a framework approach was used as the main data analysis method. The discussion shows that inconsistencies between parental expectations in traditional child-rearing patterns and participation rights as expressed in Article 3 (1) of the United Nations Convention on the Rights of the Child (UNCRC) are reconcilable and provides a genuine prospect for reform.

RESUMEN: La importancia de la educación es un tema trascendental en el mundo que nos rodea. Las personas cuyos bienes no son escasos (primer mundo), no (nos) se dan cuenta de lo necesario que es poder acudir a la escuela. Por otra parte, están aquellos niños cuya travesía hacia el conocimiento es mucho más costosa. Estos últimos sí que dan a la educación la importancia que en esta radica. El marco teórico de referencia que apoya este trabajo como material educativo se basa en la película y serie francesa "Sur le chemin de l'école" (Camino a la escuela). Un viaje lleno de aventuras hacia la conquista del saber, donde la educación es la mejor herramienta para modificar el sino de muchos niños ABSTRACT: The importance of education is a transcendental topic in the world around us. Wealthy and fortunate people from the First World, usually do not appreciate the transcendental importance of education inside and outside their ordinary environments. On the other hand, most children from the third world countries must embark into a trip to knowledge which is much more expensive and hazardous. These children, as well as their families, do give education its crucial relevance as a strategy for living, and even for their own survival. The theoretical frame of references supporting this work as an educational material is based upon the French film and series "Sur le chemin de l'école" (Way to school). A journey full of adventures towards the conquest of knowledge, where education will become the best tool in orther to change these children´s way of living. Grado en Magisterio en Educación Primaria

Resumen: El presente artículo propone un acercamiento teórico analítico al concepto de juego para favorecer procesos de inclusión en la infancia temprana en niños con desarrollo típico o aquellos que presentan retrasos en el desarrollo o discapacidad. Se esboza un programa de acompañamiento y desarrollo del juego en edades tempranas, considerando un perfil de fortalezas y debilidades de cada niño, en una intervención multidisciplinaria que integra a la familia y considera los aspectos afectivos y socioemocionales como elementos centrales en el desarrollo de habilidades a partir del juego. Se concluye que la participación en sesiones sistemáticas, con una intensidad ajustada a los requerimientos de cada niño permitiría desarrollar funciones cognitivas, comunicativas y sociales, transitando hacia el logro de habilidades complejas. Abstract: This article proposes an analytical theoretical approach to the concept of play for favoring processes of early childhood inclusion in children with typical development or those with developmental delays or disabilities. It outlines a program of support and development of play at early ages, considering a profile of strengths and weaknesses of each child, in a multidisciplinary intervention that integrates to the family and considers the socio-emotional and affective aspect as central elements in the development of skills from play. It is concluded that the systematic participation in session, with an intensity adjusted to the requirements of each child would develop cognitive, communicative and social moving toward the achievement of complex skills.

In 1989, the United Nations Convention on the Rights of the Child lay the groundwork for children´s access to education, to play, to express themselves, and to have their views heard. This article explores participation as a supportive framework for democracy, environmental justice, and cultural inclusion. It presents methods that have fostered cultural inclusion and connection to nature, by analyzing three projects in Boulder, Colorado and Salinas, California. Participatory methods included nicho boxes, photovoice, and garden art. These cases demonstrate how children’s rights to participation, through nature and the arts, help create just sustainabilities through the creation of culturally relevant practices that bridge social and environmental justice, En 1989, la Convención de las Naciones Unidas sobre los Derechos del Niño establece una base para que los niños tengan acceso a la educación, a jugar, a expresarse y tener sus opiniones oír. Este artículo explora la participación como un marco de apoyo para la democracia, la justicia ambiental y la inclusión cultural. Presenta métodos que han fomentado la inclusión cultural y la conexión con la naturaleza, analizando tres proyectos en Boulder, Colorado y Salinas, California. Los métodos participativos incluyeron cajas nicho, photovoice, y arte del jardín. Estos casos demuestran cómo los derechos de los niños a la participación, a través de la naturaleza y las artes, ayudan a crear sostenibilidad justicia, a través de la creación de prácticas culturalmente relevantes que contribuyen a la justicia social y ambiental, Em 1989, a Convenção das Nações Unidas sobre os Direitos da Criança proporcionou uma base para que as crianças tivessem acesso à educação, para jogar, para se expressar e para que as suas opiniões fossem ouvidas. Este artigo explora a participação como um quadro de apoio para a democracia, a justiça ambiental e inclusão cultural. São apresentados métodos que promoveram a inclusão cultural e a conexão com a natureza, analisando três projetos em Boulder, Colorado e Salinas, Califórnia. Os métodos participativos incluídos nicho, photovoice e jardinagem. Estes casos mostram como os direitos das crianças à participação, através da natureza e das artes, ajuda a criar sustentabilidade através da criação de práticas culturalmente relevantes que contribuem para uma justiça social e ambiental

Although not originally designed as a child-centered Convention, the EuropeanConvention on Human Rights generated through the dynamic interpretation of the European Courtof Human Rights, the most abundant case law of all the instruments of this type on the rights of thechild. With a favorable legal space to protect child’s rights, the European Court lacks a text onwhich it can base an interpretation on. That is why it mainly refers to the Convention on the Rightsof the Child, which is the most detailed and the most suitable Convention for protecting child’srights specifically. Through the mobilization of the UN Convention on child's rights and theintegration of the concept of the best interest of the child contained in this instrument in itsreasoning, the European Court uses this Convention as a tool to construct its own case law on thespecific protection of child’s rights. But if the integration of this Convention in the reasoning of theEuropean Court is a factor of harmonization to the extent that it encourages the Member States ofthe Council of Europe to implement the international treaty while providing a commoninterpretation its provisions, no absolute uniformity is required. The study of the European Court’scase law underlines its growing will to make the European Convention on Human Rights asubsidiary conventional instrument to child’s rights protection., Bien que non conçue initialement comme une Convention centrée sur l’enfant, laConvention européenne des droits de l’homme a généré, grâce à l’interprétation dynamique de laCour européenne des droits de l’homme, la jurisprudence la plus abondante de tous les instrumentsde ce type concernant les droits de l’enfant. Disposant d’un espace juridique favorable à uneinterprétation dynamique en vue de protéger les droits de l’enfant, la Cour européenne manque detexte sur lequel elle peut fonder une interprétation favorable aux droits de l’enfant. C’est ainsiqu’elle se réfère principalement à la Convention internationale des droits de l’enfant, l’instrumentde protection spécifique des droits de l’enfant le plus précis et le plus adapté. A travers lamobilisation des dispositions de la Convention internationale des droits de l’enfant et l’intégrationde la notion de l’intérêt supérieur de l’enfant contenue dans cet instrument dans son raisonnement laCour européenne utilise cette Convention comme instrument de construction de sa proprejurisprudence relative à la protection spécifique des droits de l’enfant. Mais si l’intégration de cetteConvention dans le raisonnement de la Cour européenne constitue un facteur d’harmonisation dansla mesure où elle incite les Etats membres du Conseil de l’Europe à mettre en oeuvre ce traitéinternational tout en leur fournissant une interprétation commune de ses dispositions, aucuneuniformité absolue ne s’impose. L’étude de la jurisprudence de la Cour européenne souligne savolonté croissante de faire de la Convention européenne des droits de l’homme un instrumentconventionnel subsidiaire de la protection spécifique des droits de l’enfant.

A maior parte das crianças do mundo vive em cidades. Estas, cada vez mais marcadas por fenômenos de superpopulação, congestionamento de tráfego, aumento de indicadores de poluição, de insalubridade e de risco. E a população urbana não tem parado de aumentar. Porém, não são apenas esses os fatores que influenciam a vida das crianças na cidade. Como a investigação sociológica da infância tem vindo a assinalar, a vida das crianças exprime a complexidade das realidades sociais contemporâneas, podendo associar-se aos contextos urbanos, tanto fatores de restrição da cidadania da infância quanto fatores de possibilidade. A partir da caraterização desses fatores, procura-se, neste texto, fundamentar políticas públicas que potenciam o bem-estar das crianças e a afirmação dos seus direitos em contexto urbano., Most children in the world live in cities. The urban population has continued to increase, and with it, the number of children living in cities, increasingly marked by overpopulation, traffic congestion, indicators of pollution, unhealthiness and risk. However, it is not only these factors that influence the lives of the children in the city. As the sociological investigation of childhood has pointed out, the life of children expresses the complexity of contemporary social realities, which may be associated with both the restrictive factors of childhood citizenship and factors of possibility. Based on the characterization of these restriction and possibility factors, this text seeks to inform public policies that promote the well-being of children and the affirmation of their rights in an urban context., En su mayoría los niños y niñas del mundo viven en ciudades. La población no deja de aumentar y, con ella, aumenta también el número de infantes que habita en ciudades cada vez más marcadas por fenómenos como superpoblación, congestionamiento del tráfico, aumento en los indicadores de contaminación, insalubridad y riesgo. Sin embargo, no solo estas situaciones tienen influencia en la vida de los niños en la ciudad. Tal como la investigación sobre Sociología de la Infancia ha señalado, este hecho revela la complejidad de ciertas realidades sociales contemporáneas, pudiéndose asociar a los contextos urbanos relacionados tanto con factores de restricción de la ciudadanía de la infancia como de posibilidad. A partir de la caracterización de tales factores, en este texto se busca construir políticas públicas que potencien el bienestar de los niños y niñas y la afirmación de sus derechos en contexto urbano., Apoio financeiro do CIEC (Centro de Investigação em Estudos da Criança, IE, UMinho; UI 317 da FCT, Portugal) através do Projeto Estratégico UID/CED/00317/2013, financiado através dos Fundos Nacionais da FCT (Fundação para a Ciência e a Tecnologia), cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562, info:eu-repo/semantics/publishedVersion

There is a huge gap between what should happen to children and the real-life situation of children. In real-life, millions of children across the world are poor, do not benefit from good enough healthcare, are not able to go to school or are forced to work. Of the children who work, many are forced to work in dangerous and difficult circumstances, for instance by fighting as child soldiers. Girls often don’t have the same opportunities as boys. Many girls are forced to marry and to have children at a very young age. HIV/AIDS is a big problem for children and young people in many parts of the world, either because their parents fall ill and die, or because they themselves are infected. There are large groups of children who are especially vulnerable, such as, for instance, children with disabilities.The European Commission proposes a strategy for protecting the rights of the child within the framework of the EU's internal and external policies. This strategy is based on the following specific objectives: launching an Action Plan on Children in Development Cooperation; publication of a consultation document with a view to identifying actions to be implemented in the future; setting up a European Forum for the Rights of the Child and an online discussion platform; involving children in the decision-making process; development of a communication strategy on the rights of the child, helping both children and their parents to improve their knowledge of these rights.This communication contributes to establishing an action plan for children, based on a holistic approach which takes into account the different facets of the problem and which draws on humanitarian, development, security and human rights policies.

The Convention on the Rights of the Child is undoubtfully the most important and complex law instrument about childhood in the frame of International Law. This Complexity is highligheted by issues of pedagogical and psychological nature, such as the best interests of the child or the concep of the child's powers development. Indeed, such concepts cannot be interpretated, nor developed, solely in the light of law. Thus, the gropunds of the Educational Theory are revealed as a privileged pedagogical ground, not only to achieve an educative and critic comprehension of the Convention, but principally to explore the reach of those notions in relationship with the principles of autoncomy and care, both implicit in the Convention, and the possible means for its conciliation. La Convenciín de los Derechos del Niño es sin duda el instrumento jurídico más importante y complejo que existe sobre la infancia en el ámbito del Derecho Internacional. Esta complejidad se acentua por cuestiones de índole pedagógica y psicológica tales como el interés superior del niño o el concepto de evolución de las facultades del niño. En efecto, dichos conceptos no pueden ser interpretados, ni desarrollados únicamente desde una perspectiva jurídica. Así, el ámbito de la Teoría de la Educación se nos revela como un espacio pedagógico privilegiado no sólo para realizar una lectura educativa y crítica de la Convención, sino sobre todo para explorar el alcance de dichas nociones en relación a los principios de autonomía y cuidados implícitos a lo largo de la Convención y las posibles vías para su conciliación.

The subject matter of this article is the institute of international protection of children's rights as a set of international legal norms regulating the cooperation of the States aimed at ensuring and protecting the rights of the child and as an integral part of the modern system of international human rights protection. The singling out of issues concerning children's' rights into a separate subject in the larger framework of international human rights protection was done for objective reasons: firstly, resulting from historical conditions, the social status of children is lower than that of adults, therefore, international children's rights protection has as its objective the promotion of their rights and opportunities on equal terms with those of adults; secondly, due to physical and mental immaturity of children they are in need of special rights and supplementary protection. The modern system of international protection of children's rights, which is an element of international protection of human rights, was formed within the framework of the United Nations Organisation, one of the basic principles of which is the proclaimed respect for human rights and freedoms and reprobation of any sort of discrimination.

[EN] The article reviews the rights that contribute to the achievement of a happy life from childhood and seizes on the key elements that seek dignity in order to develop happiness. First, the role of the family in setting up personal identity and security, and in establishing personal relationships. Second, the integral personal training and the education in the development of the critical sense and freedom for responsible exercise, as well as the ability to understand, express and communicate to improve or overcome problematic situations. Finally, gambling, as a basic tool of enjoyment in childhood, and, at the same time, learning in the two previous domains, sometimes unique complement or cornerstone that completes the process. The fact that the children’s rights are expressed through a convention is a fundamental step, since this implies the obligation of compliance by the responsible entities, especially the family, an ideal place for the development of children. Access to playful enjoyment, developed in appropriate educational environments, is an inalienable right to learn the language of happiness, which no person can violate, and no one should ignore. Promoting healthy family educational styles would be a simple way to extend protected social scenarios to the rest of the social spheres, where childhood would grow up with all the guarantees in healthy harmony., [ES] El artículo revisa los derechos que contribuyen al alcance de una vida feliz desde la infancia, y se detiene en los elementos clave que procuran la dignidad necesaria para que la felicidad pueda desarrollarse. En primer lugar, la función de la familia en la creación de la identidad y seguridad personales, y también en el establecimiento de las relaciones personales. En segundo lugar, la formación integral de la persona y la educación en el desarrollo del sentido crítico y de la libertad en ejercicio responsable, así como de la capacidad de entender, expresarse y comunicarse para mejorar o superar situaciones problemáticas. Finalmente, el juego, como herramienta básica de disfrute en la infancia, y, al mismo tiempo, de aprendizaje en los dos ámbitos anteriores, en ocasiones complemento único o piedra angular que completa el proceso. El hecho de que los derechos de la infancia estén expresados mediante una convención es un paso fundamental, dado que ello implica la obligatoriedad de su cumplimiento por parte de las entidades responsables, principalmente la familia, ámbito ideal para el desarrollo de los niños y niñas. El acceso al disfrute lúdico, desarrollado en ambientes educativos adecuados, es un derecho inalienable e irrenunciable para aprender el lenguaje de la felicidad, que ninguna persona puede vulnerar y nadie debería desconocer. Promover estilos educativos familiares saludables, sería una manera sencilla de extender al resto de ámbitos sociales escenarios protegidos, donde la infancia creciera con todas las garantías en sana armonía.