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Foundation module 1Understanding childhoods

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Section 1

Defining children and childhood

Section 2

Child development

Section 3

The impact of emergencies on children and families

Section 4

Programming for resilience

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Section 1

Defining children and childhood

Key learning points

●There is no universal definition of childhood; rather childhood is understood

as a social and cultural concept.

●The CRC and other international instruments provide a normative framework

which sets out basic standards and rights applicable to all children.

●Children and adolescents are not mini adults. They can be especially

vulnerable because of their immaturity and dependence, but it is important

also to recognise their potential and resilience. A child-centred situation

analysis may be important in identifying and assessing the particular needs of

children in particular situations.

●In many situations, it may be more useful to think of children in terms of their

evolving capacities rather than by age.

●It is essential to understand one’s own personal experiences and beliefs

about childhood, as these will influence what is considered normal and

desirable.

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CRC Article 1

Establishes that ‘a child means every human being below the age of 18 years

unless, under the law applicable to the child, majority is attained earlier.’

CRC Article 5

States parties shall respect the responsibilities, rights and duties of parents or,

where applicable, the members of the extended family or community as

provided for by local custom, legal guardians or other persons legally

responsible for the child, to provide, in a manner consistent with the evolving

capacities of the child, appropriate direction and guidance in the exercise by the

child of the rights recognised in the present Convention.

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Section 2

Child development

Key learning points

●Although development is a biological process, culture has a significant

impact on how children’s development is understood.

●Children’s development is influenced by a range of factors including gender,

disability, race, religion, poverty or wealth and family circumstance

but also by factors beyond the family such as political, economic and

social institutions.

●Childhood is a continuous, interlinked process marked by phases such as the

transition to puberty.

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Rights holder

Relationships between rights holder and duty bearer

From Getting it right for children: A practitioners’ guide to child-rights programming. Save the Children, 2007

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Section 3

The impact of emergencies on children and families

Key learning points

●Emergencies expose children to multiple risks that threaten their

development.

●Reactions of children in emergencies will vary depending on their

age and gender.

●Emergencies impact on such processes as children’s development of

trust, competence and identity.

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Section 4

Programming for resilience

Key learning points

●The notion of individual and community resilience, and the aim of

strengthening protective and risk factors provide a basis for programming.

●Restoring normality is a prime concern for which STOP offers a useful

programming framework.

- Space

- Trust

- Opportunities (for play and expression)

- Partnership with parents, carers and community

●Restoring opportunities for normality, such as establishing trusting

relationships in safe places with predictable routines and also strengthening

community networks is most beneficial for children and their families.