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Essay on Child Rights for Students in English [500+ Words]

January 3, 2021 by Sandeep

Essay on Child Rights: The sound development of a child in terms of physical, mental, emotional and social growth is the essential right of every child. Children can express their claim to these rights without any hesitation. Right to education is also a fundamental right, and these factors have been placed on world agenda tables. The UN General Assembly has adopted these rights as universal claims, and any form of discrimination/ violence against children can attract penal action against offenders.

Essay on Child Rights 500 Words in English

Below we have provided Child Rights Essay in English, suitable for class 3, 4, 5, 6, 7, 8, 9 & 10.

Child rights are the sub-category of human rights catering, especially to the children in terms of their health, education, recreation, family, etc. It also highlights their development and age-appropriate needs that change a passage of time. Three general principles foster all children’s rights,

Non-discrimination – under this, every child is treated equally and has a right to strengthen their potential at all times. For instance, every child will gain access to education irrespective of its gender, nationality, caste, disability or another status.

Opinion of the child – the child wants to be heard and understood; that’s why the voice of the children is pivotal in their overall development. For example, the parents or the elders of the house should take into consideration their children’s needs before making decisions that will further cause damage.

Right to inclusive education – A child with a disability should receive equal access to training and development without being neglected.

United Nation Convention has listed the below rights for the children who come under the age of 18. These rights embody the freedom of children, favourable family environment, leisure, education, health care and cultural activities.

Right to Survival

• Right to live with respect.
• Right to be born.
• Right to have access to basic food, clothing and shelter.

Right to Protection

• Right to be protected from violence.
• Right to be protected from drugs.
• Right to be protected from exploitation.
• Right to be protected from abandon.

Right to Participation

• Right to freedom of voice.
• Right to freedom of expression.
• Right to freedom to form an association.
• Right to information.

Right to Development

• Right to learn and explore.
• Right to rest and play.
• Right to seek education.
• Right to overall development-emotional, physical and psychological.

Significance of Children’s Rights

Children’s are not a commodity or an item to be owned by the parents or the society, but an individual who possesses equal status as a member of the human race. They have their likes and dislikes, which assists them to harness their energy for future growth. Parents can love, care and nurture children through guidance and advice gradually. They need to be thrust towards independence continuously. The sense of accountability needs to be developed by providing necessary tasks so that they realize their value and voice.

The course of their progress determines the future of the children and the country as a whole. The devastating changes like climate change, globalisation, the disintegration of the family, mass migration, etc. affects children to a massive level crippling their identity and social welfare. In situations like armed conflict and other national emergencies, the conditions worsen. Children are vulnerable and susceptible to health risks. The repercussions of disease, malnutrition and poverty endanger their future potential.

They fall prey to sordid living conditions, poor health-care, lack of safe water and housing and environmental damage. Because of all these reasons, children are deprived of the proper home as they are left on the streets. Not only the government but also the citizens of the nation should take charge of enhancing their requirements and taking an initiative to bring change. It is paramount to show respect and appreciation towards children as it helps them to develop healthy mentally. By doing so, their personality is not disabled, and they feel part of society.

10 Lines on Child Rights

• The declaration of Child’s Right was established in the year 1924.
• The rights were formulated by saving the children founder, Eglantyne Jebb.
• The most important rights are- survival, developmental, protection and participation rights.
• It is an extension of human rights, especially for children below 18 years of age.
• These rights emphasize on the age-appropriate needs.
• The violation of the rights includes violence, poverty, and discrimination.
• The United Nation Convention has further elaborated the rights for better understanding and knowledge.
• Through these rights, the government is encouraging people to contribute through donations, adoption and sponsorship.
• Also, these rights stress on having their opinion and say in every decision taken for their betterment.
• The government, through its efforts, is urging people to be vigilant around what is happening and report if there is any violation regarding the rights of the children.

Paragraph on Child Rights

Children are the part of society who decides the destiny of the country. Their protection and development is the responsibility of the government of the country, which they fulfilled through child rights. You can have detailed information about it through the paragraphs below. I would suggest you go through all of them to check its usefulness for you.

Short and Long Paragraphs on Child Rights

Paragraph 1 – 100 words.

The term ‘Child Rights’ means some basic rights that every child of a nation should have. The Child Rights are available for children without any religious, racial or any other discrimination. Almost all the countries of the world have become serious for the rights to children. They are making every effort in this step.

Our Indian government has also done commendable work in this direction. The most suitable example of it, is making primary education free and compulsory for every child. Making child labour a criminal offence is another great work by the Indian Government. We should also stand in support of Child Rights.

Paragraph 2 – 120 Words

The United Nations and the Government of India have determined the rights and policies for children. Children get the rights of their identity, security, education, health, food, and equality right from their birth, without any caste, religion and gender discrimination.

According to the Commission for Protection of Child Rights Act 2005, child rights include all rights of children (boys and girls) which were accepted by the United Nations Children’s Rights Convention on 20 November 1989 and agreed by the Government of India on 11 December 1992.

Child Rights include rights to live, growth/development, protection, participation and education etc. These child rights are available to all children in India without any discrimination or delay. They prepare children for a better future.

Paragraph 3 – 150 Words

There was a declaration of Child Right called ‘Geneva Declaration of Child Right in 1924, which the United Nations adopted in 1959. India implemented this Child Rights on 20 November 2007 in every part of the Nation. These rights are for saving children from abuses, trafficking and violence, and working on their all-round development.

The Child Rights act in India ensures that every child of India has the right to identity, health, education, family-life, opinion. It also provides every child with protection from violence, armed conflict and exploitation as well. These are the fundamental rights of children in India without discrimination based on the caste, religion, colour or any other.

‘Child’s Rights’ is a very crucial term that seeks everyone’s attention. The Indian Government has created a constitutional body in 2007, which keeps its eye on the matters related to the rights of children in India.

Paragraph 4 – 200 Words

Not only India but the whole world has laid great emphasis on the development of its children. The governments of all the countries are working at their level to promote the childhood and mental development of children, just as the child gets the right to live from the 20th week of pregnancy in India.

Children are that part of society which lacks social knowledge and awareness. Anyone can misuse their innocence and put them in child abuse. They are the most vulnerable, hence are most affected by the society which can destroy their childhood as well as their life completely.

We have witnessed it many times in our society that some mentally unhealthy parents put their child in a very deplorable situation due to their inability or desire to work. These children don’t get what they need or deserve and forcibly work to feed themselves and their family.

It is sometimes when children raise their voice for what they need, but the society ignores them. The child rights like the right to education, right to expression and right to survive will yield them the power they should have to build a strong future for them. Child Right is important to establish the foundation of a nation.

Paragraph 5 – 250 Words

The ‘Child Rights’ is a constitutional and essential term that our society needs the most. Child Right includes all the basic rights that our constitution provides to the children of India. The child right is for survival, protection, development and participation of the children which nation should necessarily grant them.

According to the Indian Constitution, every boy and girl under the age of 18 is a child, and it is the part of life in which they experience the most of the mental growth. They should have some basic rights to attain freedom and enjoy life so that they can differentiate between justice and injustice.

India’s commission for the protection of children’s rights (act 2005 and amended in 2006) has some basic and special provisions for every child in India. The Child Right Commission ensures the rights of every single child and keeps a record of it for future programmes.

Some fundamental rights of children under the constitution are the right to education, right to life, the right to protection and freedom of expression and right to identity. To make all these right reach every child of India, the government is constantly working on promoting some awareness programmes and campaigns.

Although the Government of India and many public institutions are taking important steps in the field of child rights, all of us also need to extend our support. We should immediately report the complaint of any child abuse happening around us or in our knowledge to the nearest police station.

FAQs: Frequently Asked Questions

Ans. Child rights can help children to get rid of exploitation and give them chance to get education.

Ans. National Commission for Protection of Child Rights is established for welfare of children.

Ans. The 11th fundamental duty asks to education to children.

Ans. Child is exploited by labour, pornography and harassment in India.

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Essay on Importance of Child Rights

Students are often asked to write an essay on Importance of Child Rights in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance of Child Rights

Introduction.

Child rights are fundamental freedoms and the inherent rights of all human beings below the age of 18. These rights apply to every child, irrespective of their race, religion, or abilities.

Importance of Child Rights

Child rights are important to safeguard the future of our society. They ensure children get the necessary care, protection, and opportunities for growth. They help in creating a safe and nurturing environment.

In conclusion, child rights are essential for a child’s overall development. They help in building a just society where every child gets an equal chance to grow and prosper.

Also check:

250 Words Essay on Importance of Child Rights

Child rights are fundamental freedoms and the inherent rights of all human beings below the age of 18. These rights apply to every child, regardless of their race, religion, or abilities. The importance of child rights cannot be understated as they ensure the holistic development of a child.

Protection and Survival

Child rights are crucial for the protection and survival of children. They safeguard children from harmful influences, abuse, and exploitation, and help provide access to basic necessities such as food, shelter, and clean water. These rights are essential for a child’s survival and overall well-being.

Education and Development

Child rights also play a pivotal role in education and development. They ensure every child has access to free, quality education, which is crucial for their intellectual growth, skill development, and future opportunities. Furthermore, child rights promote the participation of children in social, cultural, and educational activities, facilitating their holistic development.

Empowerment and Participation

Child rights empower children, encouraging them to voice their opinions and participate in decisions affecting their lives. This not only fosters a sense of responsibility but also helps in the development of their personality, self-esteem, and respect for others.

In conclusion, child rights are indispensable for the survival, protection, development, and empowerment of children. They are the building blocks that ensure a child grows into a healthy, educated, and responsible adult. Upholding child rights is not just a legal obligation but a moral imperative that society must fulfill.

500 Words Essay on Importance of Child Rights

Child rights are fundamental freedoms and inherent rights of all human beings below the age of 18. These rights apply to every child, irrespective of their race, religion or nationality. They ensure that children can grow up in an environment where they can thrive, learn, and develop to their full potential.

Recognition of Child Rights

The importance of child rights.

Child rights are fundamental to ensuring a healthy development of a child and to preserving human dignity. Firstly, child rights are crucial for the survival and development of the child. Rights such as access to adequate healthcare, nutritious food, clean water, and education are vital for a child’s growth and development.

Secondly, child rights are important for the protection of the child. Children are vulnerable and often unable to protect themselves. Rights such as protection from abuse, exploitation and harmful cultural practices safeguard children from harm.

Child Rights and Society

Child rights have a significant impact on society. By ensuring that every child has access to education, society benefits from a knowledgeable and skilled workforce in the future. Protecting children from harm reduces societal costs associated with healthcare and criminal justice. Encouraging child participation helps to create a more inclusive and democratic society.

Challenges to Child Rights

Despite the recognition of child rights, there are numerous challenges to their realization. Poverty, conflict, discrimination, and lack of education are some of the main obstacles. Additionally, the rights of certain groups of children, such as those who are refugees, disabled, or belong to minority groups, are often overlooked.

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Home — Essay Samples — Social Issues — Child Protection — The Effectiveness of the Convention on the Children’s Rights

The Effectiveness of The Convention on The Children's Rights

• Categories: Child Protection

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Words: 3053 |

16 min read

Published: May 17, 2022

Words: 3053 | Pages: 7 | 16 min read

Table of contents

Introduction, the vulnerability of children, the convention on the rights of the child, the crc achievements and key challenges.

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Children’s Rights: Global and Cultural View Essay

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Global Perspective

Cultural perspective, personal reflection, reference list.

At first, it is necessary to focus on such an aspect as the right to “freedom from violence, abuse, hazardous employment, exploitation, abduction, or sale” since it can safeguard a child against various risks (Amnesty International, 2013). This is one of the issues that are poorly addressed by the governments of various countries. Certainly, the situation in various countries can differ significantly.

For instance, in European or the United States, governments have been able to resolve such problems as exploitation or hazardous employment (Amnesty International, 2013). However, even in these countries, children can become victims of both sexual and physical abuse. In turn, if one speaks about such countries struggling countries located in Africa or Asia, it is possible to argue that the situation is almost catastrophic since.

For example, according to the estimations made by the International Labor Organization (2012), approximately 1.8 million children living in Egypt can work long hours, and they can be exposed to various workplace hazards. These data indicate that the governments of various countries must work on the enforcement of the UN Charter.

Secondly, one can speak about the right to “free compulsory primary education” (Amnesty International, 2013). This is one of the areas in which the global community has achieved considerable successes. One can argue that industrialized countries have been able to enforce this provision of the UN Declaration.

In Europe and North America, this requirement is effectively enforced by the state. Moreover, this issue is effectively addressed in many Asian countries such as Japan, North Korea, or Singapore (OECD 2013, p. 165).

Nevertheless, one should not suppose that this right is universally reinforced. This problem is particularly urgent in African states, where children cannot attend or graduate from schools due to economic difficulties (UNICEF, 2013). Therefore, this issue should not be overlooked by international organizations because the deficiencies of primary education are one of the factors that hinder the development of African countries.

Furthermore, it is important to focus on such aspects as the right to express views as well as freedom of thought. One can say that this is one of the most overlooked provisions included in the UN Charter. Policy-makers in various states admit that children should have an opportunity to speak about their needs (Murdoch, 2012).

Moreover, they try to make sure that educators enable children to think critically and objectively (Australian Government, 2012, unpaged). Nevertheless, there are virtually no studies that can show whether this right is properly protected by the state. This is one of the main limitations that can be singled out.

When speaking about the rights of children in the United Arab Emirates, one can first say that the government of this state attempts to address various problems related to the rights of children (Gomaa, 2012). The public administrators admit they should focus more on the protection of rights. For example, they attach much importance to the provision of primary education to children.

For instance, they guarantee that children can have access to free primary education regardless of their nationality, gender, or, race (Gomaa, 2012, p. 12). Furthermore, they increase their spending on primary education. The only limitation is that the state cannot always enforce this requirement.

However, there is a significant problem which should not be disregarded. In particular, the country has failed to protect their children from hunger. In the UAE, approximately 14 percent of children suffer from malnutrition (Gomaa, 2012).

This is the most urgent problem on which they should concentrate now. To some degree, the failure to guarantee this right indicates at significant economic inequalities within this country. This is one of the points that can be made.

There are several surprising findings that attracted my attention during my research. First of all, there is a significant discrepancy between the declared policies of various governments and real actions. For instance, Conventions on the Rights of the Child has been ratified by 193 countries. However, in many of these states, the policy-makers do not do anything to reinforce these norms.

This is one of the details that can be identified. Moreover, I have been surprised by the fact that the United States is one of the two countries that have not ratified the UN Charter (Amnesty International, 2013). However, I think that the lack of this ratification does not imply that the U.S. government cannot safeguard the rights of children.

As a person, I can contribute to the promotion of human rights in several ways. First of all, it is possible for me to support those organizations that combat the trafficking and exploitation of children.

In my opinion, the efforts of such NGOs are important for the improvement of living conditions. Secondly, I can raise people awareness about various hazards to which children can be exposed. I believe that such activities are also necessary because the rights of children are not sufficiently discussed by the media.

Amnesty International. (2013). Convention on the Rights of the Child . Web.

Australian Government. (2012). Right to freedom of thought, conscience and religion or belief . Web.

Gomaa, F. (2012) Children Rights in the UAE . Web.

International Labor Organization. (2012). Working Children in Egypt: Results of the 2010National Child Labour Survey . Web.

Murdoch, J. (2012). Protecting the right to freedom of thought, conscience, and religion . Web.

OECD. (2013). Education at a Glance 2013 . Web.

UNICEF. (2013). Nigeria: Education . Web.

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In This Article Expand or collapse the "in this article" section Children’s Rights

Introduction, general overviews.

• Anthologies
• Reference Works
• Liberationist Perspectives on Children’s Rights
• Protection, or Caretaker, Approaches
• Women’s Rights and Children’s Rights
• Children’s Rights and Citizenship
• Psychology and Children’s Rights
• Children’s Views on Rights
• Optional Protocols
• Criticisms of Children’s Rights and the CRC
• The CRC after Twenty-Five Years
• Early Childhood
• Rights to Participation
• The Justice System
• Children’s Rights in the Digital World
• Australia and New Zealand
• European Union
• Latin America and the Caribbean
• United States

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• Adolescent Consent to Medical Treatment
• Best Interest of the Child
• Childhood as Discourse
• Children and Politics
• Children and Social Policy
• Children’s Parliaments
• Colonialism and Human Rights
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Children’s Rights by Heather Montgomery LAST REVIEWED: 18 January 2022 LAST MODIFIED: 11 January 2018 DOI: 10.1093/obo/9780199791231-0001

Children’s rights are an integral part of human rights; children have rights because they are human. This has been acknowledged and codified in national and international legislation, most notably in the United Nations Convention on the Rights of the Child (CRC; 1989). Children are also accorded additional rights because it is recognized that they are more vulnerable than adults and have less power and access to resources. In law, children’s rights apply to persons between the ages of newborn and eighteen, following Article 1 of the CRC. Although this article has come under criticism for imposing an arbitrary time frame on childhood and for ignoring other phases in the life cycle, such as adolescence, discussions of children’s rights are framed by these chronological boundaries. The study of children’s rights is a comparatively new topic of interest, but it has generated a great deal of controversy across several fields, including social policy, law, philosophy, anthropology, and sociology. It also has significant impact in fields such as health care, education, and welfare provision. Certain rights have been enshrined in law, yet there is still much debate over the moral rights of children—whether these rights do, or should, exist and who should safeguard them.

The topic of children’s rights has been approached from a number of different perspectives—most notably, legal and philosophical. The majority of the key texts in the field came out in the 1990s, when legislation, such as the United Nations Convention on the Rights of the Child (CRC), was coming into force. The debates and philosophical background to the issue are most fully discussed in Archard 2004 and updated in Archard 2015 . The essays collected in Freeman 2004 analyze the tensions between autonomy and dependence and examine why children should have particular rights and how they should best be implemented. These issues are picked up and summarized in a single article, Campbell 1992 . John 2003 argues for a change of emphasis such that children’s rights be seen in terms of power relationships and structural inequalities rather than protection. Liebel, et al. 2012 and Denov, et al. 2011 look at the impacts of international children’s rights legislation on children’s lives and at the difficulties of implementation and supporting the philosophies behind the CRC in practice, particularly in the developing world. Hanson and Nieuwenhuys 2012 acknowledges these problems and proposes a new conceptual framework, examining the difficulties and challenges of implementing children’s rights cross-culturally.

Archard, David. Children: Rights and Childhood . 2d ed. London and New York: Routledge, 2004.

The key academic text for understanding the philosophical and moral basis of children’s rights. Clearly written, and suitable for undergraduates and above, the text relates children’s rights to ideas about childhood, examining why children need particular rights and relationships among child, adult, and state. Also looks at issues of age-related competencies.

Archard, David. Children: Rights and Childhood . 3d ed. London and New York: Routledge, 2015.

While retaining much of the overview of the second edition, this edition has a new chapter on the impacts of the CRC and a great emphasis on children’s rights in practice.

Campbell, Tom D. “The Rights of the Minor: As Person, as Child, as Juvenile, as Future Adult.” International Journal of Law, Policy and the Family 6.1 (1992): 1–23.

DOI: 10.1093/lawfam/6.1.1

A concise but comprehensive look at the philosophical basis of children’s rights, asking what differentiates children and children’s rights from adults and their rights. The article discusses positive and moral rights and whether there is a contradiction between them. Also raises important questions of dependence and autonomy. Available online through purchase.

Denov, Myriam, Richard Maclure, and Kathryn Campbell, eds. Children’s Rights and International Development: Lessons and Challenges from the Field . New York: Palgrave Macmillan, 2011.

DOI: 10.1057/9780230119253

An edited volume that looks at the difficulties of implementing children’s rights in the developing world. It uses case studies from South Africa, Asia, and Africa to illustrate the problems of ensuring children’s welfare holistically. Useful for practitioners and undergraduates.

Freeman, Michael D. A., ed. Children’s Rights . 2 vols. Aldershot, UK, and Burlington, VT: Ashgate, 2004.

A collection of previously published scholarly articles that cover the key theorists from the early 1970s to 2003 in a variety of different disciplines, thereby showing the evolution in thinking on the subject. The text looks at arguments both for and against children’s rights and covers Europe, the United States, and the rest of the world.

Freeman, Michael, ed. The Future of Children’s Rights . Leiden, The Netherlands: Brill, 2015.

Containing updated essays by many of the same scholars as in Freeman 2004 , the essays in this edited book look at the progress made and the ways forward. Contains works by some of the most important scholars in the field.

Hanson, Karl, and Olga Nieuwenhuys, eds. Reconceptualizing Children’s Rights in International Development: Living Rights, Social Justice, Translations . Cambridge, UK: Cambridge University Press, 2012.

DOI: 10.1017/CBO9781139381796

A collection of essays edited by two key academics in childhood studies, with an excellent introduction that proposes a new conceptual framework for implementing children’s rights cross-culturally. Provides an overview of emerging issues and new ideas in the field.

John, Mary. Children’s Rights and Power: Charging Up for a New Century . Children in Charge. London and New York: Jessica Kingsley, 2003.

Concentrates on the issue of power in children’s relationships with adults and raises questions about how greatly children have been, or can be, empowered through rights. Using international case studies and examples, this book frames discussions of rights in terms of power and agency rather than autonomy or dependency.

Liebel, Manfred, Karl Hanson, Iven Saadi, and Wouter Vandenhole. Children’s Rights from Below: Cross-Cultural Perspectives . Studies in Childhood and Youth. London: Palgrave Macmillan, 2012.

DOI: 10.1057/9780230361843

Emphasizes the importance of cross-cultural understandings of children’s rights and of examining the differing contexts in which children live. Each chapter is written by an expert in the field, and this book is a vital starting point for understanding children’s rights in different parts of the world.

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• About Childhood Studies »
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• Abduction of Children
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• Adolescence and Youth
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Essay on Child Rights – Samples, 10 Lines to 1500 Words

Essay on Child Rights: Child rights are fundamental to ensuring the well-being and development of every child. In this essay, we will explore the importance of child rights and the impact they have on society as a whole. From the right to education and healthcare to protection from abuse and exploitation, children deserve to have their rights upheld and respected. By understanding and advocating for child rights, we can create a more just and equitable world for all children to thrive in.

Table of Contents

Child Rights Essay Writing Tips

1. Introduction: Start your essay by introducing the topic of child rights and why it is important to discuss and protect them. You can also provide a brief overview of the history of child rights and the international conventions that have been established to protect them.

2. Define child rights: Define what child rights are and why they are important. Child rights are the fundamental human rights that every child is entitled to, regardless of their race, religion, or nationality. These rights include the right to education, healthcare, protection from abuse and exploitation, and the right to participate in decisions that affect them.

3. Discuss the importance of child rights: Explain why child rights are important for the overall well-being and development of children. Children who are able to exercise their rights are more likely to grow up healthy, educated, and empowered to reach their full potential. Protecting child rights also helps to create a more just and equal society for all.

4. International conventions on child rights: Discuss the key international conventions that have been established to protect child rights, such as the United Nations Convention on the Rights of the Child (UNCRC). Explain the principles outlined in these conventions and how they have influenced national laws and policies around the world.

5. Challenges to child rights: Identify some of the challenges that children face in exercising their rights, such as poverty, discrimination, violence, and lack of access to education and healthcare. Discuss how these challenges can be addressed through advocacy, policy changes, and community support.

6. Role of governments and organizations: Explain the role that governments, non-governmental organizations, and other stakeholders play in promoting and protecting child rights. Discuss some of the initiatives and programs that have been implemented to support children’s rights, such as child protection services, education programs, and healthcare services.

7. Conclusion: Summarize the key points of your essay and reiterate the importance of protecting child rights. Encourage readers to take action to support children’s rights in their own communities and advocate for policies that promote the well-being of all children.

Essay on Child Rights in 10 Lines – Examples

1. Child rights are the fundamental human rights that every child is entitled to, regardless of their race, religion, or nationality. 2. These rights include the right to education, healthcare, protection from violence and exploitation, and the right to a safe and nurturing environment. 3. The United Nations Convention on the Rights of the Child (UNCRC) is the most widely ratified human rights treaty in history, outlining the rights of children worldwide. 4. Children have the right to express their opinions and have them taken into account in all matters that affect them. 5. Child rights also include the right to play, rest, and leisure, as well as the right to access information and participate in cultural and artistic activities. 6. Governments have a responsibility to protect and uphold the rights of children, and to ensure that they are able to grow up in a safe and supportive environment. 7. Child rights are essential for the well-being and development of children, and are crucial for building a more just and equitable society. 8. Despite progress in recent years, many children around the world still face violations of their rights, including child labor, child marriage, and lack of access to education. 9. It is important for individuals, communities, and governments to work together to promote and protect the rights of children, and to ensure that every child has the opportunity to reach their full potential. 10. By recognizing and respecting the rights of children, we can create a better future for all.

Sample Essay on Child Rights in 100-180 Words

Child rights are fundamental human rights that every child is entitled to. These rights include the right to education, healthcare, protection from abuse and exploitation, and the right to express their opinions. Children have the right to live in a safe and nurturing environment, free from violence and discrimination.

It is important to protect and uphold the rights of children as they are the most vulnerable members of society. Governments, communities, and individuals all have a responsibility to ensure that children are able to grow up in a safe and supportive environment.

By recognizing and respecting the rights of children, we can help them reach their full potential and become active and productive members of society. It is essential that we continue to advocate for the rights of children and work towards creating a world where every child is able to thrive and succeed.

Short Essay on Child Rights in 200-500 Words

Child rights are fundamental human rights that are inherent to all children, regardless of their race, religion, or nationality. These rights are enshrined in the United Nations Convention on the Rights of the Child (UNCRC), which was adopted in 1989 and has been ratified by almost every country in the world. The UNCRC sets out the basic rights that all children are entitled to, including the right to life, survival, and development; the right to education; the right to health care; the right to protection from violence, abuse, and exploitation; and the right to participate in decisions that affect them.

One of the most important child rights is the right to education. Education is a fundamental human right that is essential for the development of children and for the future prosperity of society as a whole. All children have the right to a quality education that is free, compulsory, and accessible to all. Education not only provides children with the knowledge and skills they need to succeed in life, but also helps to promote their social and emotional development, and enables them to become active and responsible members of society.

Another crucial child right is the right to health care. All children have the right to access quality health care services that are affordable, accessible, and of a high standard. This includes the right to receive vaccinations, regular health check-ups, and treatment for illnesses and injuries. Ensuring that children have access to adequate health care is essential for their physical and mental well-being, and is crucial for their overall development and future success.

Child rights also include the right to protection from violence, abuse, and exploitation. All children have the right to be protected from all forms of violence, abuse, and exploitation, including physical and emotional abuse, neglect, trafficking, and child labor. Governments have a responsibility to ensure that children are safe from harm and that perpetrators of violence and abuse are held accountable for their actions. Protecting children from violence and exploitation is essential for their well-being and is crucial for creating a safe and nurturing environment in which they can thrive.

In addition to these rights, children also have the right to participate in decisions that affect them. This means that children have the right to express their opinions, be heard, and have their views taken into account in all matters that concern them. Giving children a voice in decisions that affect them helps to empower them, build their self-confidence, and foster a sense of responsibility and accountability. It also helps to ensure that policies and programs are designed in a way that meets the needs and interests of children, and that their rights are respected and upheld.

In conclusion, child rights are essential for the well-being and development of children, and are crucial for creating a just and equitable society. Governments, communities, and individuals all have a responsibility to uphold and protect the rights of children, and to ensure that they are able to grow up in a safe, nurturing, and supportive environment. By promoting and protecting child rights, we can help to ensure that all children have the opportunity to reach their full potential and lead happy, healthy, and fulfilling lives.

Essay on Child Rights in 1000-1500 Words

Child rights are fundamental human rights that are inherent to all children, regardless of their race, religion, or nationality. These rights are enshrined in various international conventions and treaties, such as the United Nations Convention on the Rights of the Child (UNCRC), which was adopted in 1989. The UNCRC outlines the rights that all children are entitled to, including the right to life, survival, and development, the right to education, and the right to protection from harm and exploitation.

One of the most important child rights is the right to education. Education is a fundamental human right that is essential for the development of children and the realization of their full potential. It is through education that children learn the skills and knowledge they need to succeed in life, and to become productive members of society. Education also plays a crucial role in breaking the cycle of poverty and inequality, and in promoting social and economic development.

Unfortunately, millions of children around the world are denied their right to education. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), there are an estimated 263 million children and youth who are out of school, and many more who are not receiving a quality education. This is a violation of their rights, and a major barrier to their future success and well-being.

Another important child right is the right to protection from harm and exploitation. Children are among the most vulnerable members of society, and are often at risk of abuse, neglect, and exploitation. They may be subjected to violence, trafficking, child labor, and other forms of exploitation that can have a lasting impact on their physical and emotional well-being.

It is the responsibility of governments, communities, and individuals to protect children from harm and exploitation, and to ensure that their rights are respected and upheld. This includes enacting and enforcing laws that protect children from abuse and exploitation, providing support services for children who have been victims of violence, and raising awareness about the importance of child rights.

In addition to education and protection, children also have the right to health, nutrition, and a safe environment. These rights are essential for the physical and mental well-being of children, and are crucial for their overall development and growth. Access to healthcare, clean water, nutritious food, and a safe living environment are all important factors that contribute to the health and well-being of children.

Despite the importance of child rights, many children around the world continue to face violations of their rights on a daily basis. Poverty, conflict, discrimination, and other factors can all contribute to the denial of children’s rights, and can have a devastating impact on their lives. It is essential that governments, civil society organizations, and individuals work together to promote and protect the rights of children, and to ensure that they are able to live healthy, happy, and fulfilling lives.

In conclusion, child rights are fundamental human rights that are essential for the well-being and development of all children. Education, protection, health, and a safe environment are all important rights that children are entitled to, and that must be upheld and respected by all members of society. It is the responsibility of governments, communities, and individuals to ensure that children’s rights are protected and promoted, and to work towards a world where all children can thrive and reach their full potential. By upholding and respecting child rights, we can create a better future for all children, and build a more just and equitable society for generations to come.

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The Rights and Responsibilities of Children

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Child protection, Children's rights

Violence Against Children and Children’s Rights

By: Esteban Ortiz-Ospina and Max Roser

Children are entitled to the same fundamental rights as adults , but because of their age, they require special protection and care.

Key rights of children include the right to a safe environment, the right to education , the right to play, and to be heard in decisions that affect them.

Protecting these rights is crucial for children to have fulfilling childhoods and continue to thrive as adults.

Unfortunately, violations of these rights are common and often accepted. Many children are coerced into work or early marriage, or suffer emotional, physical, or sexual abuse.

On this page, you can find data and visualizations on how the protection of children’s rights differs across countries and how common violence against children is.

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Children’s Views on Children’s Rights: A Systematic Literature Review

Children’s rights are set out in the United Nations Convention on the Rights of the Child. This systematic literature review aimed to investigate children’s views of children’s rights, at a broad level. Nine papers were included, from a range of countries and contexts. They all accessed the views of children and young people (aged up to 18 years). A content analysis was carried out using a recursive process of hybrid aggregative-configurative synthesis, and themes within children’s views and factors that may affect these were identified. These were ‘awareness of rights’, ‘value placed on (importance of) rights’, ‘impact of having/not having rights fulfilled’, ‘realisation and respect of rights’, ‘equality of rights’, ‘identifying and categorising of rights’, and ‘factors that may affect children’s views’. These were developed into a progression of rights realisation and implications for practice and further research were considered.

• 1 Introduction

The United Nations Convention on the Rights of the Child ( uncrc ) sets out rights of every child, consisting of 54 Articles which include civil, political, economic, social and cultural rights for all children (Save the Children, n.d.-b ; unicef , 2005 ; United Nations, 1989 ). Further to the specific Articles of the uncrc , there are four overarching core principles: of non-discrimination, devotion to the best interests of the child, the rights to life, survival and development, and respect for the views of the child (often referenced as participation or “children’s voice”) ( United Nations Committee on the Rights of the Child, 2003 ; Woods and Bond, 2014 ). Notably, however, the conceptualisation and integration of these “general principles” at their foundation within the uncrc has been shown to be weak ( Hanson and Lundy, 2017 ). Whilst this review does not take a specific focus on the participation principle, often specifically related to Articles 12–17, it does relate to the rationale of this review which has a focus upon children’s views of their rights. Since the uncrc has been established, significant amounts of scholarly, research and practitioner attention has focused upon this ( Anderson and Graham, 2016 ; Quennerstedt and Moody, 2020 ; Sargeant and Gillett-Swan, 2015 ; Wyse, 2001 ).

Since the adoption of the uncrc , the principles have frequently been divided into three groups (often known as the 3 Ps), of provision, protection and participation ( Hammarberg, 1990 ; Thomas, 2011 ). Quennerstedt (2010: 633) argues that these in fact have a hampering effect and suggests ‘constructing what children’s rights are about from a general human rights language of civil, political and social rights will form a better base for research’.

The “3Ps”, the four guiding principles, and the 54 Articles have created much research and critical debate both from children’s rights scholars and from those working within the framework of the uncrc ( Hanson and Lundy, 2017 ). Byrne and Lundy (2019) , focusing on creation of rights-based policy, described the comprehensiveness of the uncrc as one of its many advantages, but also noted that even from the four principles, there tends to be a focus on two of these (best interests and participation), arguably distorting overall understanding. Prior to the adoption of the uncrc , Melton (1980) carried out research to find out children’s perspectives on children’s rights, noting that ‘until the present study, no one had even asked children what they think about their rights’ ( Melton, 1980 : 186), and without the framework of the uncrc focus, this was researched more generally, and found that age, stage of cognitive development and ses status affected children’s concepts of their rights and also their attitudes towards them.

Further to this, and perhaps as further evidence to the poor integration of the principles of the uncrc to its provisions ( Hanson and Lundy, 2017 ), it is documented that children were not directly involved to any significant extent in the drafting of the uncrc , which seems somewhat paradoxical to the principle of participation ( Lundy et al. , 2015 ) and Lundy et al. (2015) speculate upon the question of what might have been the consequences had children been involved in the drafting process. It has been been established that, when listened to, children are good reporters ( unicef , 2012 ) and that, following Melton and Limber (1992) , adults will only comprehensively identify what is important to children by being aware of their views ( Taylor et al. , 2001 ).

How do children conceive of the notion of rights? What do they think their rights should be? Are they aware of the UN Convention on the Rights of the Child? Do they feel that they have a say in making decisions (Article 12)? Do they want participatory rights? Does it ultimately matter what they think?

At this time, she recognised this as a growing area, as did Taylor et al. (2001) , who nevertheless identified a scarcity of studies exploring views of children and young people ( cyp ) on their rights, and how these may differ from adults. This research took place in New Zealand with a focus on awareness and understanding of rights. The authors summarised what had been found about children’s views, and factors that may affect these, including age, socioeconomic status, cultural background, ethnicity; they also indicated that previous studies suggested significant percentages of children were not familiar with the uncrc . Similarly, Alderson (2000) found more than three quarters of pupils surveyed had not heard about the uncrc , and most of the others had heard only a small amount. This is despite Article 42 which states that children, young people and adults should know about the Convention and steps should be taken to achieve this ( United Nations, 1989 ). Taylor et al. (2001) recognised the potential role of schools as places for both pupils and staff to develop understanding of rights.

The complexity of the uncrc is identified as a barrier (for adults) to implementing a child-rights approach ( Williams, 2017 ) and is clearly not a simple document for children to access, even with an understanding that children can cope and engage with complex information (see Sargeant and Gillett-Swan, 2015 ). There do now exist child-friendly copies of the uncrc (Save the Children, n.d.-a ; The Scottish Government, 2008 ; unicef , n.d.-a ) and these appear to offer ways to make the uncrc more accessible for children, from a young age. Further development of this is a current focus for Child Rights Connect linked to the 30th Anniversary ( The Office of the High Commissioner for Human Rights, n.d. ). There are also focused ways to implement, support and develop children’s education about their rights, such as through Unicef UK’s rights-respecting schools award, and in a variety of other publications used in and beyond the UK (for example, see Brantefors and Quennerstedt’s research synthesis, 2016 ).

The present review aims to identify and synthesise findings from a range of primary research studies to present a view upon children’s views of children’s rights, and as such includes research from different countries, ages, groups (such as those in residential care) and level of exposure to children’s rights. The importance of understanding constructions of children’s rights through children’s views and experiences at a broad, and indeed global, level and considering their different contexts, is identified by Stalford and Lundy (2020) . It is fundamental within the uncrc itself, within the guiding principles, the 3Ps and the specific articles.

• 2 Methodology

From a background in professional practice, the researchers adopted a critical realist approach in conceptualising and structuring this review ( Fletcher, 2017 ). This has the advantage of communicating a particular understanding of “rigour” which is readily understandable to professional practice communities (e.g. children’s services workers) and policy makers/influencers ( Gough and Thomas, 2017 ). (The limitations of this approach are considered at a later point in this paper.)

From the research question of “What are children’s views on children’s rights?”, included research needed to access the views of children (up to 18 years) about children’s rights and this needed to be at a general or “meta” level, for all or some of the focus of the paper. The authors read carefully around this aim, with recognition of the nuanced nature of identifying relevant literature. There is much research which implicitly recognises the need to access children’s views and acknowledges the importance of children’s rights, without these being the focus of the research itself. Databases searched included: assia (via ProQuest), eric (via ProQuest) and PsycInfo (via Ovid Online). These three databases were selected in order to gather research from a range of discipline areas including education, social sciences and psychology, with a focus on accessing research on children’s views. Whilst the importance of interdisciplinarity is recognised (see Stalford and Lundy, 2020 ), it was beyond the scope of the authors to extend searches further for this review. The three databases were searched using noft ( assia , eric ) and within Abstract and within Title (PsycInfo) on 2–4 January 2019 and generated a total of 1,536 returns, including duplications, using the following search terms:

• – ‘child* rights’ or uncrc or ‘United Nations Convention on the Rights of the Child’
• – child* or young people or student* or pupil* or adolescent*
• – concept* or perspective* or view* or attitude* or perceive or awareness or perception* or opinion* or thought* or value*

Each paper was scanned by title, and where necessary by abstract, and papers that did not meet the mandatory criteria of accessing children’s views about children’s rights were excluded. This left a shortlist of 116 studies, from assia (6), eric (72), PsycInfo Abstract (30) and PsycInfo Title (8). Using the same search terms, a hand search of The International Journal of Children’s Rights from the last ten years was carried out as were Google searches, and experts 1 within relevant fields were consulted, together providing another five papers at this stage.

The authors recognise there is a “grey area” around research relevance, and searched for papers with a focus upon children’s view of their rights in general, rather than any specific area of rights (e.g. participation, protection, uncrc ). Search terms did not include “voice” and “participation”, as earlier scoping showed that this understandably added a large body of research with a focus on participation as a specific aspect within the uncrc . This review aimed to access a broader view.

In order to create a final list that most reliably accessed these, several papers were discussed in detail between the authors, using the abstracts and in six cases, the full papers. A conservative approach was taken which required agreement of both authors in order for papers to be included. To meet inclusion criteria, papers were required to have a focus on rights generally and not only on specific rights, or uncrc Articles, or with a specific focus such as on “nurturance” or “self-determination”. Research was not excluded if it did not use the uncrc specifically as a framework. Papers were manually filtered to include all those published within the last ten years (2009–2019) and grey literature was not included. Whilst this exclusion decision and cut off period was not linked to any specific event or legislation, it has the benefit of accessing views from children in a contemporary context, whilst also providing a dataset of manageable proportions.

The review did not extend to search for research reported in languages other than English. Nonetheless, if the search terms had produced abstracts (and not full papers) written in English, the authors would have sought assistance to translate these.

This process led to 15 papers being identified as suitable for inclusion. These were each read in full and a further six papers were excluded as they did not meet the inclusion criteria; for example, including pupil participants who were over the age of 18 years, or utilising a structured and directive approach focused on outcomes of children’s rights training. This was due to some research focusing on knowledge of structured content pre and post teaching on children’s rights, without gathering children’s more broadly formed views about their rights, either pre- or post- rights teaching, which was the primary focus on this review.

The final inclusion criteria required papers to:

• – access the views of children (up to 18 years) about children’s rights;
• – have a general or “meta” rights focus, and not a narrow focus on specific rights or rights frameworks;
• – be peer-reviewed research published in the last ten years;
• – not use a structured and directive approach focused on outcomes of rights training/education.

Full review then progressed with the evaluation of the remaining nine papers. It is relevant to note that two of these, Kosher and Ben-Arieh (2017) and af Ursin and Haanpää (2018) , utilise the same dataset but with differing scope and analyses.

Gough’s (2007) Weight of Evidence (WofE) framework was used. Quantitative and/or qualitative review frameworks as appropriate to the specific piece of research were used critically to review the nine papers for methodological quality (WofE A). The qualitative investigation and evaluation papers utilised the frameworks used by Bond et al. (2013) in their review of the effectiveness of solution focused brief therapy (cf. also Law and Woods, 2018 ). Each paper was coded with final scores assigned up to 14 points, with criteria including execution of data collection, analysis close to data, evidence of explicit reflexivity and evidence of attention to ethical issues.

The quantitative investigations utilised a framework previously used by Flitcroft and Woods (2018) , and Woodley-Hume and Woods (2019) , and based on research appraisal guidelines ( Genaidy et al. , 2007 ; Wallace and Wray, 2011 ). These were coded with final scores assigned up to 16 points, with criteria including clear research question or hypothesis, multi-level or intergroup analyses, limitations of the research and implications of findings. Following Bond et al. (2013) , mixed methods research was coded using both frameworks. As frameworks had different totals, final scores were converted to percentages to allow for comparison, and the higher percentage was used. Following Law and Woods (2018) , these percentages were then used to categorise each paper as high quality (67–100 per cent), medium quality (34–66 per cent), or low quality (33 per cent or less).

Each paper was also rated for methodological appropriateness (WofE B). In this case, papers were assessed as high if they used qualitative methods, medium for mixed methods and low for quantitative methods. Whilst the use of qualitative methods enables gathering of data close to participant views, quantitative research also adds relevant information about these (cf. Law and Woods, 2018 ).

Each paper was also evaluated for relevance of focus (WofE C) and categorised as:

• – high (central and open focus on children’s views on children’s rights in general);
• – medium (partial and open focus on children’s views on children’s rights in general or central focus on children’s views on children’s rights with (de)limiting context/framework);
• – low (tangential focus on children’s views on children’s rights in general).

Approximately one third (n = 3) of these papers were reviewed by both authors for the purpose of moderating evaluation, and inter-rater agreement percentages following joint moderation were calculated at an average of 97 per cent final inter-rater agreement; the remaining six papers were read in their entirety and reviewed by the first author.

Each paper was read several times by the first author and key data from each paper was mapped and summarised (see Table 1 ). A content analysis of the findings of each paper was then carried out (cf. Brantefors and Quennerstedt, 2016 ), which supported a recursive process of hybrid aggregative-configurative synthesis ( Gough et al. , 2013 ), which referenced both broad conceptualisations of children’s rights, as well as to the principles of the uncrc and its Articles. This process is summarised in Figure 1 above: