Promoting a Positive Childhood
We can no longer afford to ignore the current state of childhood. The long-term effects of an unhealthy childhood will weaken societies that need creative and compassionate individuals with mature insights who are able to solve complex human problems. Current conditions pose a threat to childhood, and the need to address them is urgent. The Decade for Childhood, a 10-year initiative to explore what is eroding in childhood and to create new opportunities for childhood's future, provides opportunities for individuals and organizations to disseminate knowledge, consider best policies and practices, and support a global conversation about childhood.
We hope an enlightened view of childhood can emerge that will serve as a foundation for actions to support the spirit of childhood in the healthiest, most vibrant and creative ways possible. The Ten Pillars of a Good Childhood below can be a good starting point.
Ten Pillars of a Good Childhood
- Safe and secure places for living, with learning and access to health care, clothing, and nutritious food
- Strong families and loving, consistent caregivers
- Social interactions and friendships
- Creative play and physical activity
- Appreciation and stewardship of the natural environment
- Creative expression through music, dance, drama, and the other arts
- Education that develops the full capacities of the child—cognitive, physical, social, emotional, and ethical
- Supportive, nurturing, child-friendly communities
- Growing independence and decision making
- Children and youth participating in community life.
We would like to hear your opinions about childhood today, and how to best guide policies and practices related to the experience of childhood. What supports children—and ultimately all of us—in creating strong relationships, a healthy environment, and opportunities for lifelong growth and learning; and how do we make these a normal part of every child's life? Please use the comments section below to contribute to this important discussion. Also visit our Decade for Childhood pages here to learn more.
Comments
Aileen Puurveen-Abma,
Thank you for that excellent post. I especially like your acronym using the word special. We are each special beings. I also like the Ten Pillars piece because it incorporates all of the aspects of a child's life. If only all teachers on the planet Earth could live by these goals, it would be a wonderful place for all people.
Being an educator I agree that the post was awesome and the acronym unique. I too agree that all teachers should live by these rules...but so should parents and in the home is where most of the child's problems occur---safety and security for most kids, especially low SES is at school!
Thank you for sharing this blog with us. I agree, we need to address the current issues and I believe that “The Decade for Childhood, a 10-year initiative” is a perfect starting point. There are still many early childhood programs offering fair to mediocre programs for children and we need to educate their staff. The ten pillars that you mentioned are fantastic, they are each so important. The best way to guide and support policies is to educate early childhood educators. We need to mentor, teach, and train them. A program is only as good as its teachers and our children will only find success when their teachers are of high quality. Again, thanks for sharing. Nancy Moretti, Kaplan University
NCLB policies have forced educators to focus more on meeting quotas and constantly assessing students' test scores. Academics block scheduling leaves very little time for children to play, explore, sing & dance, role play, be creative. NCLB has taken the joy of teaching from teacher, and the thrill of learning from students. Kindergarteners are forced to learn everything that was considered 2nd grade level 10 yrs ago. Let the kids be kids! I voluntarily set up daily creative arts, block-building and jigsaw puzzle clubs for students to come, chill and enjoy themselves at recess time for ages 4-10 yrs.
All kids have the right to get access to different activities that motivate them and their parents, create strong connections between families, and facilitate children's cognition to ensure a better performance as professionals and give something to their community. Foreign language learning is a complete and well-structured mode to start up kids' cognition development and social skills.
Learning a foreign language opens doors to the future of any child, independently of their circumstances; they will appreciate it a good start in their adult age.
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Each child is a special gift to the world and in turn the world must treat each child as a unique and special person.
Guiding principles related to the experience of early childhood development must persistently honour the value and integrity of the child. Quite beautifully each letter in the word special™ captures the integrity of the developmental domains of the whole child. The guiding principles specific to global educational policies and practices therefore, must equally consider each particular developmental area in the context of the whole.
“S” social development “I can learn to reach out to others, share and have friends”
“P” physical development “I can learn to move my body that best expresses my abilities”.
“E” emotional development “I can learn to believe in myself and love who I am”.
“C” Cultural development “I can learn and celebrate who I am in the context of others”.
“I” Intellectual/ cognitive development “I can learn to succeed to the greatest of my ability”.
“A” Artistic development. “I can learn to freely express myself through the arts”.
“L” Language and land development. “I can learn to communicate to others and to the earth itself”.
Aileen Puurveen-Abma Kids are special™