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Papers & Essays

The Welfare of children: Links and missing connections among science, conceptualization of rights and policy research - Part 2

Presented at the International Symposium on Children's Welfare and their Rights held by the Japanese Society of Child Science and Child Research Net
Main Hall, Okayama Head Office of Benesse Corporation
October 14, 2013



The Welfare of children: Links and missing connections among science, conceptualization of rights and policy research

I am now moving into the second part of my talk. This part is about the UN Rights of the Child. I have chosen to focus on the UN Convention on the Rights of the Child because it represents an international effort to define what are the rights of all children.

The UN Convention on the Rights of the Child

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Rights of the child - Family

I have chosen to highlight some of the UN Rights of the Child.

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Rights of the child - Health

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Rights of the child - Standard of living

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Rights of the child - Education

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The basis of rights: Moral values & scientific evidence

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In the following few slides (Slides 18-22) I bring citations that show how science supports some of the rights of children. I will go through these very quickly and you can get back to the details later on.

Freedom from violence

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In this slide I have citations about the effects of violence on children.

Adequate nutrition

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Education

I will mention one of many studies that indicate the power of education:

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Health Care

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I will mention only the third bullet. Until September of this year, the US did not require that all its citizens have access to health care. The consequence is that "Compared to 17 peer countries, the US has higher rates of adverse birth outcomes, the highest rate of infant mortality and highest rate of obesity in children."

Access to leisure and play

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Scientists have been long fascinated with the importance of play. While the definition of play is somewhat elusive, there are findings showing that play is important for children's development.



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Sarah_Friedman.jpg Sarah L. Friedman, Ph.D.
Dr. Friedman received M.A. in Educational Psychology from Cornell University and Ph.D. in Developmental and Experimental Psychology from George Washington University. Previously she was employed by the National Institute of Mental Health (NIMH), the National Institute of Education (NIE), the National Institute of Child Health and Human Development (NICHD) and the CNA Corporation. From 1989 through March 2006 Dr. Friedman served as the NICHD scientific manager and one of the architects and primary investigators of a multi-site, collaborative longitudinal research project on the development of social, emotional, cognitive, linguistic and health development of children from birth through adolescence (The NICHD Study of Early Child Care and Youth Development). She is currently a Research Professor of Psychology at The George Washington University.
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