What’s the Deal with Puberty? Sex Education for Children in Norway… and the World. By Kirsteen McLay-Knopp

Norway’s State funded educational TV series “Newton”, presents sex, sexuality and puberty for young children.  The series, which has been described as “graphic”, because we see male and female sexual parts up close, as well as being told details about various sexual practices, was banned from Facebook for a while and even called “disgusting” by some who felt it was “too informative” and would be damaging to children watching it.  Meanwhile views of the series have continued to increase, particularly after it came with English subtitles from 2015.

Sex education for prepubescent children (or even for preteens and teens) has long been hotly debated, with those arguing against it traditionally saying kids are “not ready” for such information and that “too much knowledge too soon” will inevitably result in increased rates of teen sexual activity and accompanying problems such as STDs, early pregnancy as well as emotional distress/ depression when early sexual relationships fail… all  issues which have life long negative impacts.

Studies show, however, that the opposite appears to be true.  As a general rule, having  more (and accurate) sexual knowledge seems to mean children and young people are a) less likely to become sexually active at younger ages and   b) when they do become sexually active, are more likely to make responsible (informed) choices.

In 2008, the Washington Post reported on a University of Washington study which found that teenagers who received comprehensive sex education were 60% less likely to get pregnant than someone who received abstinence-only education.  Numbers of sexual partners among those who were sexually active were also significantly lower.  The latter is important, not only because it indicates a lesser risk of STDs, but also because it has been shown that greater numbers of sexual partners, particularly during the teenage years, negatively effects mental well being, and can decrease the ability to maintain healthy relationships in adulthood.  Education on matters of sexuality has also been found to work hand in hand with dramatically lowering a child’s vulnerability to becoming a victim of sexual abuse (sexual abuse prevention education).

Sexual health is an essential part of good overall health and well-being. Sexuality is a part of human life and human development. Good sexual health implies not only the absence of disease, but the ability to understand and weigh the risks, responsibilities, outcomes, and impacts of sexual actions, to be knowledgeable of and comfortable with one’s body, and to be free from exploitation and coercion. Whereas good sexual health is significant across the life span, it is critical in adolescent years. health. http://www.naswdc.org/practice/adolescent_health/ah0202.asp

Comprehensive Sexuality Education (CSE) leads to improved sexual and reproductive health, resulting in the reduction of sexually transmitted infections (STIs), HIV, and unintended pregnancy. It not only promotes gender equality and equitable social norms, but has a positive impact on safer sexual behaviours, delaying sexual debut and increasing condom use. (United Nations Global Review, 2015).

http://www.un.org/youthenvoy/2016/03/comprehensive-sexuality-education/

Scandinavia has long been admired by American liberals and sex education advocates who cite comparable rates of adolescent sexuality, yet lower rates of teenage pregnancy, sexually transmitted diseases and abortion in Scandinavia.

http://www.tandfonline.com/doi/abs/10.1080/14681810601134702

Returning, then, to Scandinavia (and specifically Norway), how do markers of risky sexual behaviour in young people compare with those of other countries?  Rather than writing about these differences, some diagrams of statistics (sources cited) appear below.

Teenage pregnancy…

Sexually transmitted diseases…

Personally, having watched Norway’s State funded educational TV series “Newton”, I felt the episodes were well presented and in good taste.  For some of us seeing naked male and female anatomy, as the show’s host, Line Jansrud removes towels from real human bodies may be a little shocking, but isn’t that the problem?  Don’t we need to get over ourselves and present sex and our bodies as what they are, a very natural part of our humanity and one which our children can only benefit from being accurately informed about?

Line Jansrud speaking during one of the eight episodes in the “Newton” series (now with English subtitles)

Topics in the Norwegian TV series of eight episodes (in English) are as follows…

Episode 1 – How does puberty start?

Episode 2 – Breasts

Episode 3 – Penis

Episode 4 – Hair on your body

Episode 5 – Growth and Voice change

Episode 6 – Vagina and menstruation

Episode 7 – Zitz and sweat

Episode 8 – What’s the deal with puberty?

 

How to talk to your kids about Syria, by Sarah Williams, Child Psychologist

Sarah Williams is a child psychologist at Refugees As Survivors (RASNZ). She is currently working with the Syrian children and families arriving in New Zealand who seek the support of RASNZ during their 6-week orientation at the Mangere Refugee Resettlement Centre.

World Vision spoke to Sarah about how to speak to Kiwi children about the crisis in Syria and about refugees, and about the new Kiwis arriving here from the Middle East. 

1. Speak honestly, but use language they understand

Firstly, ask your child what they know about the situation. Listen to how they are making sense of what they know or what they have seen in the media.

Any discussion with children needs to be adjusted for age and level of understanding but it also needs to be honest. Children trust their parents to help them understand what happens in the world around them.

With younger children use situations they might understand – leaving one’s home, leaving possessions behind, fleeing without saying goodbye, feeling scared, trying to find a safe place. Talk to them about people in Syria needing to quickly leave their home and travel to another country to be safe due to the war.

With older children we can talk about what it means to be a refugee, the complexity of the Syrian situation, persecution, and the difficult journey to seek refuge in another country.

(To read more of this article, please follow the link below…)

https://www.worldvision.org.nz/news-blog/blogs-2017/may/how-to-talk-to-your-kids-about-syria

The Roots of Childhood Aggression, and How to Handle Them With Compassion, by Alicia Lord

Why do aggressive behaviors occur? Like all other behaviors, aggression is a means to an end. A child is engaging in verbal or physical aggression because it is benefiting them in some way. They may be fulfilling a need or desire, attempting to self-protect, or attempting to get contact and connection. There are a variety of internal and external experiences that may precede the actual behaviors.

Aggression as protection

Aggression plays the role of evolutionary protector. When the body perceives danger, it has three options: fight, flight, or freeze. The fight instinct results in aggression. An important piece to note here is the word perceives. In addition to the basic instincts of the human body, each person has their own set of cues and triggers to indicate danger based on past experiences. This means that someone can perceive they are in danger in a situation where danger is not obvious to others.

Some triggers may be noticeable and easy to conceptualize, while others may be more difficult – or even impossible. If a child experiences a car accident and then subsequently throws a tantrum each time he is forced to get into the car, it will likely be easy for adults to understand why the tantrum is happening.

Some triggers, however, are not so simple. You may never be able to deduce what conditioned them to exist. Some children, especially those who have experienced interpersonal trauma, perceive a threat in a specific tone of voice, or very subtle body language. Regardless of the specifics, what is important with this type of aggression is to understand that it comes from a place of life-threatening fear.

(To read more of this post, please follow the link below…)

http://www.parent.co/roots-childhood-aggression-handle-compassion/?utm_source=newsletter_235&utm_medium=email&utm_campaign=pcodaily&utm_source=Parent+Co.+Daily&utm_campaign=a726aea331-EMAIL_CAMPAIGN_2017_03_03&utm_medium=email&utm_term=0_3f341b94dd-a726aea331-132097649

“The Ruby Sceptre”, a new fantasy novel for children. By Kirsteen McLay-Knopp

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“When a simple game of Hide and Seek ends unexpectedly with being kidnapped by a dragon-like creature, Xuen, princess of her village, is thrown into an adventure she never saw coming.
Carried off to the northern land of Shardonia, Xuen learns that the ruthless and power-hungry King Xolleran intends her to be nothing more than snack food for his pet, the Halaveel Monster.
A fortunate escape brings her into contact with Sus, a boy who always carries a mysterious ruby sceptre. Together they seek to unite those who have suffered under Xolleran and to bring about the end of his evil reign.”

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A map of the lands of Shardonia and Angdoodle, where “The Ruby Sceptre” is set

“The Ruby Sceptre”, recently published by Ngaio Publishing, is a fantasy adventure story for children by New Zealand author Kirsteen McLay-Knopp (me). 🙂

A number of people have asked me what age group “The Ruby Sceptre” is suitable for.  Long ago at a writing workshop I was told not to put an age on my characters for children, as this encourages a wider  audience age range.  A 13 year old who is a reluctant reader may be put off if he or she thinks, for example, that the characters are only 10.  So I’ve left the characters ages open.  Another tip I learned from the writing workshops was that kids love food and if you read “The Ruby Sceptre”, you will see that there are a lot of references to food:  Xuen, the main female character, loves marshmallows and Sus, the main male character, loves chocolate-covered bananas.

The main characters, Xuen (a girl, left) and Sus (a boy, right) on a flying carpet created by magic

The main characters, Xuen (a girl, left) and Sus (a boy, right) on a flying carpet created by magic

I love the fantasy genre (as well as many others) and have been privileged throughout my life to have read (and had read to me) some of the best.  I don’t think we can ever have too many books in this genre (or too many books of any sort) and anything that keeps our kids engaged and reading is a plus.   Let’s face it, we all need a bit of magic and escape in life at times too.    My hopes are that “The Ruby Sceptre” will provide joy and magic to many for years to come.

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 “The Ruby Sceptre” is now available on Amazon… please follow the link below:

https://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=The+Ruby+Sceptre&rh=n%3A283155%2Ck%3AThe+Ruby+Sceptre

 

 

“What do you See?”: Unlocking kids’ imaginations through art, by Sharon Reynolds, Redemptive Artist

 

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I was asked to write to you about how art in particular has been useful for my whanau, so let me start by saying that art has been an enormous part of our journey as a family and I’m not sure that all of that can easily be conveyed in just one article but I will try to share with you in this short article the synopsis of my thoughts and experiences thus far.

One of the greatest gifts I believe my mother installed into me was the gift of imagination.  I hear you already cringe and think hmmmm…. how is that a gift, isn’t it just something we have?

It is at this point that I share my opinion that it may have been at one time something we just produced naturally however over time I have seen imagination become so repressed that children are no longer able to tap into their ability to create, as they simply just don’t know how.

I was raised with imagination at the forefront of my childhood and I have taught my own children and grandchildren to imagine which has in turn developed their creative side and abilities to problem solve.  Many a morning my neighbourhood got to see my toddlers, laden with backpacks full of tasty treats and teddy bears, launch into a huddled pack as they peeped from behind trees on the sidewalk venturing forth on dangerous adventures and explorations and a bear hunt or two!

Sadly following procedure and doing things a certain way is often more of what is taught and makes for very rigid thinking and they get locked into a prescriptive way of doing almost everything.   What happens when things don’t go according to plan? Meltdown after meltdown!

The prescribed step by step process is not always what’s needed and often it is said that the journey is far better than the destination.  The process of art making rather than the focus on the final product often brings greater satisfaction and many more benefits that can be seen externally.

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Allow me to give a brief demonstration of exercising/releasing creative imagination.

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Figure 1: “What can you See?”

I picked a limited number of colours as seen in Figure 1: Red, Blue, Green, Yellow, Black. I then choose the word CONNECTIONS and invited a group of children to use fingers, brush, fabric wipes in whatever way they wished, with any movement they choose to freely express  themselves in response to this word.

Most of the class drew pictures of animals, people, houses, landscapes.  It was all very orderly. They basically drew what they knew and saw every day.  I then began to do squiggles, lines, flicked the brush, wiped the colours across the page, moved myself and the paper in different ways and angles.

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As this took place the children began to ask if they could have another piece of paper and I watched as they then took what had been modelled in front of them and with great glee let the freedom of their imagination and creativity flow!

At the end of our time together I held up my artwork (Figure 1.) and asked – “What do you see?”  Some of their answers are below…

  • A galaxy
  • Spiders
  • Under the sea, like a coral reef place
  • Explosions
  • Ribbons
  • Birds flying through a storm

These were just a few of the ideas that came from the children as they engaged with the artwork.  Then I turned it and many new creations began to emerge from what they could see.

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Once we begin to value the gift of imagination I believe we will see the creative ability emerge more and more.  This is just one example of a very quick work with a group of children who were struggling with a number of complex issues in their lives who were able to dive in deeply to the seabed of imagination and surface with a tangible feeling of achievement in making something fantastic!  They all felt their day had brightened and that for me is what being a Redemptive Artist is all about, taking something not so good and seeing it transform into something great.

CREATIVITY,   CONNECTIONS,   IMAGINATION

That’s what I see.

These words embody the very essence of what it is that I want to communicate to children when I teach them about the power of their imagination and work alongside them to discover their ability to create.

(Please feel free to explore for yourself and replicate the session I’ve described here.  I’d love to know, “What do you See?”)

SHARON REYNOLDS, BIO:

sharon2Sharon Reynolds and her family live in Christchurch, New Zealand.   She is a mother, grandmother and an artist.  Sharon works in community within a variety of roles as a Redemptive Artist and delivers her gift of creativity to bring hope and healing to those places that need it most.  This has taken her around New Zealand to Papua New Guinea and USA to date sharing her experiences and helping others bring their stories to life in their own unique ways.

10 Signs Your Child May Have Asperger’s Syndrome, from “Pop Sugar Moms”

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Asperger’s syndrome is a neurological disorder in the family of autism spectrum disorders. Because every child exhibits a different set of symptoms, there is no precise checklist of behaviors that must all be present for a diagnosis. Instead, there are many behaviors that may be signs of Asperger’s syndrome. Here we’ve rounded up 10 of the common behaviors to watch for, as shared by moms whose kids have the condition.

1. Fixation on One Activity

Many children with Asperger’s syndrome are preoccupied with a single or a few interests and focus on them for hours on end. As Circle of Moms member Karen R. shares: “The most common report from every parent I know . . . is that their kid fixated on something (their cars, their blue toys, their books) and played or attended [to] that thing for an outrageously long time.”

2. “Little Professor” Speech

“Typically a child with Asperger’s sounds like a little professor,” shares one Circle of Moms member, Sheila D. “They tend to have advanced verbal skills, but due to the autism aspect of the syndrome they might seem fixated on a topic that they want to talk about all the time.” Children with Asperger’s syndrome may also speak more formally than usual for their age or prefer talking to adults.

3. Difficulty Reading Social Cues

Social difficulties are another key sign of Asperger’s syndrome. Reading body language may be hard, as well as taking turns or holding a conversation. As Eliana F. shares: “Group work at school is also hard for him, as he does not understand waiting his turn or accepting others point of view.” Similarly, Colleen notes: “My son is very social, but he doesn’t engage in two way conversations. He just talks and talks.” As a result of their social difficulties, children with Asperger’s syndrome may seem isolated from their peers.

4. Need For Routine

Structure plays a big part in our lives now,” shares Wendy B. Like many children with Asperger’s syndrome, Wendy’s granddaughter needs routines. “Otherwise it is very confusing for her. So shower is at 8:30 p.m. Bedtime is at 9:30 p.m. Breakfast at 8:30 a.m., lunch at 12, supper at 6. You get the message, very structured. If I want to take her shopping, I start telling her a few days ahead — that way, it doesn’t upset her, but we still follow the same routine.”

5. Emotional Meltdowns

“My boy tends to have meltdowns when he gets overwhelmed,” shares Circle of Moms member Ylice. She’s not alone: many children with Asperger’s syndrome can’t handle routines or plans going awry. Amanda B. describes it as an “inability to control emotions when things are ‘out of order.'”

(To read more of this article, please follow the link below…)

http://www.popsugar.com/moms/Signs-Asperger-Syndrome-27332056?utm_source=com_newsletter&utm_medium=email&utm_campaign=com_newsletter_v3_11162016&em_recid=180811001&utm_content=placement_1_desc

40+ Children’s Books about Human Rights & Social Justice, by Monisha Bajaj

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Young people have an innate sense of right and wrong, fair and unfair.  Explaining the basics of human rights in age appropriate ways with stories and examples can set the foundation for a lifelong commitment to social responsibility and global citizenship.

As a parent to a preschooler and a professor of peace and human rights education, here are my top picks for children’s books that discuss important issues—and that are visually beautiful. Some of the books listed offer an overview of rights; the majority show individuals and organizations past and present who have struggled to overcome injustices. All offer different levels of child-friendly images, concepts and text.

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With my son who is 3, sometimes we will skip certain passages or pages, but introducing him to books like the ones listed below that include characters of different races, religions, genders, abilities, sexual orientations, and other backgrounds at an early age will hopefully lay the foundation for deeper engagement with these texts and issues later on. Lately, he has been making tea in his play kitchen for Martin Luther King Jr. and the other day asked about Nelson Mandela’s grandchildren.

Some of these books are on our shelf at home, others we have found at the library or at friends’ houses.

What’s on your list of go-to books for talking about human rights and social justice issues with your children? Let’s keep the list growing in the comments section below!

**These books should be easily searchable, and I’ve created a book list on Amazon.com atthis link with all the books mentioned in this post.

The Right to Equality & Peace

1. We are all Born Free by Amnesty International

About the basics of human dignity as elaborated in the United Nations Universal Declaration of Human Rights

2. Whoever you Are by Mem Fox

About the common humanity we all share regardless of race, color, religion, nationality, gender, ability or sexual orientation

3. Can you Say Peace?  By Karen Katz

A book about how peace looks in different countries around the world and a celebration of September 21 – the date the United Nations has declared the International Day of Peace

4. A is for Activist by Innosanto Nagara

A colorful board book with an introduction to speaking up and acting for social change whether related to LGBTQ rights, racial justice, or sustainability.

The Right to Education

5. Separate Is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation by Duncan Tonatiuh

About the landmark 1947 case fought by a Latino family to desegregate whites-only schools in California that served as a precursor to the Brown vs. Board decision in 1954.

6. Malala, a Brave Girl from Pakistan/Iqbal, a Brave Boy from Pakistan: Two Stories of Bravery by Jeanette Winter

About two young advocates for educational rights who were both attacked in Pakistan—Malala Yousafzai and the lesser-known Iqbal Masih. While Iqbal didn’t survive the attack on him, Malala went on to advocate for the right to education for girls worldwide and win the Nobel Peace Prize in 2014.

7. The Story of Ruby Bridges by Robert Coles

About a young woman at the forefront of school desegregation in 1960 after the Brown vs. Board. The book shows her fortitude in enduring harassment from angry mobs to get a quality education.

8. Waiting for BiblioBurro by Monica Brown (author) and John Parra (illustrator)

Inspired by the real-life story of Luis Soriano, who started a mobile library with donkeys carrying hundreds of books over long distances for children in rural areas of Colombia.

The Right to Migrate and Seek Asylum

9. Mama’s Nightingale by Edwidge Danticat (author) and Leslie Staub (illustrator)

Written by award-winning Haitian-American novelist, Edwidge Danticat, this book is about a family separated by the U.S. immigration system and how love transcends borders and orders of deportation.

10. Pancho Rabbit and the Coyote: A Migrant’s Tale by Duncan Tonatiuh

Young Pancho the Rabbit misses his father who has gone north and sets out to find him, but encounters a coyote whose help comes at a high cost. This book introduces the hardships that thousands of migrant families face.

(To read more of this article, please follow the link below…)

http://www.niahouse.org/blog-fulton/2016/11/3/40-childrens-books-about-human-rights-social-justice

7 Ways to Build Stronger Connections with Your Kids (Even When You’re Busy), by Kathryn Trudeau

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Dr. Harley Rotbart, author of No Regrets Parenting, reminds us that there are only a mere 940 Saturdays from your child’s birth day until the day he or she turns 18 years old. Nine hundred and forty. That’s it. The statistic is enough to make you start planning family outings and picnics from now until 2026.

But… I have a complaint. Nine hundred and forty days is not nearly enough to bond and create enough memories to last a lifetime. As parents, we are blessed with 6,570 days from birth until the age of 18, why not take advantage of each and every one of those days? Sure, the weekdays are busy, crazy, messy, and loud, but that’s no reason to relegate all the bonding to just Saturdays.

Here are seven ways to build stronger connections with your kids, even when you’re crazy busy:

Reading together.

Studies consistently show that reading to children promotes healthy brain development and improves literacy skills. Reading, however, can be as much of a bonding experience as a learning experience.

Try to carve out at least 10 minutes a day to read together. Even reading a short bedtime story can do wonders for reconnecting with your child during a busy workweek. Have a pre-teen or teen? Let them choose a chapter book and read it together, even if it’s just a few pages per night.

Connect at bedtime.

With babies and young toddlers, parents often fuss over finding the perfect bedtime routine to get baby to sleep, but bedtime is just as important for older children too. Bedtime is a great opportunity to reconnect with your kids, especially after a busy day.

As you tuck your child into bed, give him or her an extra hug or cuddle. Hum a lullaby that reminds your child of when he or she was a baby. Listen if your child has any last minute stories or questions.

It’s all too easy to rush bedtime in order to have a few minutes of peace to ourselves – believe me, I know. But some of the best moments of the day are hidden in the soft, sweet moments between awake and slumber.

Touch.

Both parent-instincts and science tell us that loving touch is important. From building self-esteem and boosting brain development, gentle caressing or loving touches can also help build connections with our kids. Touch is extremely easy to sneak into busy schedules.

  • Exchange a secret handshake as you pass each other in the hallway.
  • A hug first thing in the morning, before departing each other, upon reuniting, before bed.
  • A kiss on the forehead as you serve dinner
  • Cuddling together on the couch as you unwind with a show at night (or… a book).
  • A pat on the back for a job well done.

To read more of this article, please follow the link below…

7 Ways to build Stronger Connections With Your Kids (Even When You’re Busy)

Back To Basics: Raising Children In The Digital Age, by Richard Freed

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“This is impossible,” Emily, the mother of three boys, exclaimed. “I don’t know if I’m supposed to give my kids more technology or less.” Emily felt paralyzed because she was caught between digital-age parenting advice and what her heart told her was right.

Online articles claimed that children need freedom with gadgets, but she knew a number of teens who spent their lives on their phones, spurned their families, and suffered from emotional problems. Emily was also dubious of promises that devices are the key to kids’ success, as she knew more than a few game-obsessed 20-somethings who still lived with their parents and showed no signs of being productive.

The Surprising Science of Raising Happy, Healthy Kids

In meeting with parents like Emily, I acknowledge the confusion about what is good parenting in the digital age. For guidance, I suggest looking to the science of raising healthy children. What it’s revealing is extraordinary: that even amid the trappings of our tech-obsessed culture, children’sconnections to family and school are still the most important factors in their lives. In other words, it’s time we get back to the basics.

There are other elements of raising healthy children, including engaging kids in creative and outdoor play, and showing them what it means to be a good friend. We also need to teach kids self-control and how to use technology productively. Yet, children are better able to acquire these abilities if they have strong connections with family and school. Children learn the value of nature when parents expose them to the outdoors. And kids acquire self-control, or grit, by persevering through challenging school assignments.

The Two Pillars of Childhood

Family is the most important element of children’s lives — even in this world of bits and bytes — because we are human first. We can’t ignore the science of attachment that shows our kids need lots of quality time with us. Such experiences shape children’s brains, and they foster our kids’ happiness and self-esteem, while diminishing the chances that they will develop behavior or drug problems.

Second in importance only to family is children’s involvement with school. Nevertheless, some question the value of traditional schooling, claiming that in the digital age kids learn best through exposure to the latest gadgets. But, according to the Pew Research Center, the value of a college education is actually increasing in recent decades, providing youth higher earning potential and significantly lowering their risks of unemployment or poverty. And how do colleges gauge admission? Not through high scores on video games or the number of social media friends, but instead by measuring kids’ understanding of the learning fundamentals taught in school, including the ability to read, write, and do math well.

(To read more of this article, please follow the link below…)

Back To Basics: Raising Children In The Digital Age, by Richard Freed

Press release: UN to examine New Zealand’s approach to child rights

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Minister of Social Development Anne Tolley leads a New Zealand delegation to Geneva this week to report on the nation’s children and whether their rights are being upheld.

UNICEF New Zealand Executive Director Vivien Maidaborn is also in Geneva as part of the delegation and said the child rights’ agency welcomed Minister Tolley’s attendance.

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“We support the Minister’s leadership and direct involvement in closing the gap between the Convention on the Rights of the Child and New Zealand’s patchy progress to achieve these rights, especially for Māori children.”

“Previous reviews by the UN Committee on the Rights of the Child (UNCRC) have been extremely critical of successive governments’ progress for children.”

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Ms Maidaborn went on to say this was the fifth such review from the UNCRC but only the first time a minister had led the delegation.

Non-government agencies such as UNICEF NZ, Action for Children and Youth Aotearoa are also in Geneva for the review, alongside Judge Andrew Becroft, the Children’s Commissioner.

Ms Maidaborn said that alternative reports, written by community agencies and independent advisors, ensure the UNCRC committee can ask the right questions about government’s activities.

“It’s vital that non-government agencies are in the room to monitor what government tells the UNCRC. The transparency of the process couldn’t be more vital, both for New Zealanders back home and the international community at large.”

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Save the Children, UNICEF NZ and ACYA recently supported young New Zealanders to make their views on child rights known. This resulted in a report published this week entitled Our Voices, Our Rights which will also inform questions UNCRC ask the New Zealand government in the exam.

The UNCROC Monitoring Group have felt that in the past only minimal effort has been made by government to consult with children. These consultations were often adult-led, based around specific policy purposes and didn’t include versions that were child friendly.

UNICEF New Zealand Child Rights Advocate Dr Prudence Stone said 1198 children from all around the country participated in the initiative and some of the findings were alarming.

“Thirty-eight per cent of children who participated didn’t know what their rights were. Only four children knew it was actually their right to know, and that government was responsible for ensuring they had this knowledge.”

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(To read more of this article, please follow the link below…)

http://www.cid.org.nz/news/un-to-examine-new-zealands-approach-to-child-rights/