Introduction & Overview National Child Day occurs on November 20th each year in Canada to honour the rights and well-being of children and youth (UNCRC, 1989). It serves as a reminder of the significance of protecting and maintaining every child's rights under the United Nations Convention on the Rights of the Child (UNCRC, 1989). This particular day promotes independence, diversity, and advocacy, emphasizing that children deserve to be heard and given opportunities to grow in a nurturing and safe environment (UNCRC, 1989). National Child Day in Canada dates back to 1989 when the United Nations General Assembly unanimously ratified the United Nations Convention on the Rights of the Child (Government of Canada, 2023). This international treaty …show more content…
Celebrations in the workplace may include hosting workshops on children's rights, participating in volunteer opportunities centered on child advocacy, or presenting artwork like children's opinions and ideas (National Child Day, 2024). These tasks allow children to develop insight into their entitlements, express themselves, and actively engage in matters that benefit their well-being (National Child Day, 2024). Personal celebrations involve spending time with children in leisurely pursuits like nature excursions, homemade arts and crafts, or storytelling sessions (National Child Day, 2024). Personal celebrations enhance the connection between children and their caregivers, create unforgettable memories, and emphasize the value of loving relationships (National Child Day, …show more content…
The first activity is an educational workshop on children's civil rights, which will be held at a local facility or classroom (Law, 2024). This engaging program informs children and youth of their legal rights as outlined in the United Nations Convention on the Rights of the Child (National Child Day, 2024). Moreover, they will learn about the rights to education, healthcare, protection, and participation in making choices through discussion groups or simulation tasks (Law, 2024). The goal of this activity is to inspire children and youth by raising their knowledge and grasp of their rights, as well as encouraging feelings of autonomy and assertiveness (Law, 2024). The second activity is an art exhibition of children's thoughts and feelings, which will be hosted at a local art gallery, museum, or community center (Law, 2024). This exhibition will feature pieces created by children and youth that represent their opinions, emotions, and goals regarding their rights and well-being (Law, 2024). Additionally, they will be encouraged to express their views on specific topics that discuss their rights and personal encounters by creating artwork, sketches, carvings, photographs, and multimedia projects (Law, 2024). This will be accessible to families, friends, and the public, along with guided tours from the
Parr, J. & Janovicek, N. (2003). Histories of Canadian Children and Youth. Canada: Oxford University Press.
Retrieved December 6, 2013, from http://www.fncfcs.com/sites/default/files/online-journal/vol3num1/Sinclair_pp65.pdf Smith, C. (2013, September 1). A Legacy of Canadian Child Care: Surviving the Sixties Scoop. Briarpatch Magazine, Part 1. Retrieved December 6, 2013, from http://briarpatchmagazine.com/articles/view/a-legacy-of-canadian-child-care Steckley, J., & Cummins, B. D. (2008). Full Circle: Canada's First Nations (2nd ed.).
Fostering Nation? Canada Confronts Its History of Childhood Disadvantage written by Veronica String-Boag explores the oversights and the demanded promise of a century and more of child protection efforts by Canadians and their governments. String-Boag draws on a perspective that examines Canada’s marginalized youngsters between the nineteenth to the twenty-first century. The novel examines many different aspects about childhood disadvantage ranging from institutions, birth parents, state policies, and foster parents. This provides the audience with an endless reminder that the welfare of children cannot be separated from institutions and the community. But how well does String-Boag’s novel go about displaying the history of childhood disadvantage
In March 1996 during a radio interview in Tucson, Arizona, author and poet Pat Mora learned about a holiday celebrated in Mexico, as well as in other Latin American countries. El día de los niños, or the Day of the Child, has its roots in International Children’s Day, first celebrated in Turkey in 1920. In subsequent years, following the first World Conference for the Well-being of Children, held in Geneva in 1925, that celebration has evolved into a series of celebrations held in different countries throughout the world on various dates. These more generalized celebrations usually focus on issues related to child welfare. Pat Mora thought about this holiday and decided to expand it to promote the joy of books, adding the link to literacy, an essential issue for the well-being of children.
Conditions faced by children are a topic that should be an easy wins for Communists looking to explain to people the need for equality for all. It's hard to imagine someone thinking that a kid, born into circumstances out of his or her control, deserves to suffer poor housing, inadequate healthcare, and substandard education. While there are many who would argue adults "bring it on them," kids clearly have no control over wh...
The Provincial Advocate For Children And Youth. Feathers of Hope. Compiled by The Provincial Advocate For Children And Youth. Toronto: n.p., 2014. Accessed May 21, 2014. http://digital.provincialadvocate.on.ca/i/259048.
Ideological, social, political, and economic factors of a given period play key roles in developing and maintaining any social welfare policies in which the area of child welfare is not an exception. Throughout the history of child welfare legislation in Canada, Acts have been passed and modified according to the changing concept of childhood and to the varying degree of societal atmosphere of each period.
The question that is often brought to our nations attention is whether or not incremental equality for First Nations children is compatible with reconciliation. When considering my personal opinion, the two are in fact compatible with one another. However, Canada is still working towards reconciliation but still has not completely reached it. The working towards reconciliation within First Nations children is seen throughout many aspects in Canada. Firstly, incremental equality is trying to be reached through education. Next, incremental equality is working towards being met throughout health systems as well as behaviors. Lastly, incremental equality for First Nations children is moving towards reconciliation throughout the physical environments
The over-representation of Aboriginal children in the Canadian Child Welfare system is a growing and multifaceted issue rooted in a pervasive history of racism and colonization in Canada. Residential schools were established with the intent to force assimilation of Aboriginal people in Canada into European-Canadian society (Reimer, 2010, p. 22). Many Aboriginal children’s lives have been changed adversely by the development of residential schools, even for those who did not attend them. It is estimated that Aboriginal children “are 6-8 times more likely to be placed in foster care than non-Aboriginal children (Saskatchewan Child Welfare Review Panel, 2010, p. 2).” Reports have also indicated that First Nations registered Indian children make up the largest proportion of Aboriginal children entering child welfare care across Canada (Saskatchewan Child Welfare Review Panel, p. 2). Consequently, this has negatively impacted Aboriginal communities experience of and relationship with child welfare services across the country. It is visible that the over-representation of Aboriginal children in the child welfare system in Canada lies in the impact of the Canadian policy for Indian residential schools, which will be described throughout this paper.
As we go about our daily lives in the beautiful country of Canada which we have been blessed to live in, it has become normal to see a woman who wears the hijab walking down the street, or a Black family driving on the highway, or an Indian man wearing a suit and tie heading into the office. Canada’s cultural diversity is something which makes the country so special to live in, and instances where we see people of different cultures is increasing everyday. Many of the newcomers who arrive from overseas into Canada are families, with children and youth ready to begin their new life filled with opportunity here in Canada. However, youth who settle in Canada with their families aren’t exempted from the trials and tribulations youth face. In fact,
About 150,000 First Nations children went through Canadian residential schools which ran from around the 1830’s to the 1990’s. Many people consider the residential school system a human rights violation since a countless number of First Nation children, especially status Indians and also many Inuit, Métis, and non-status Indians were taken from their homes. The experiences and stories of residential schools have stayed a secret for a long time, but not anymore. The Truth and Reconciliation Commission of Canada, which was established in June 1, 2008, ran for five years, and its goal was to document the stories of residential school survivors. Their stories and hardships should be known. The Canadian residential school system cost the Aboriginals of Canada a loss of culture, poor care giving to their children and a loss of identity.
Wells, Karen C.. "rescuing children and children's rights." Childhood in a global perspective. Cambridge, UK: Polity Press, 2009. 168-169. Print.
hundreds of schools, from college sports to youth leagues, has demonstrated ways to protest the national anthem. Their protests have flourished conversation around the country from all backgrounds. But with this, kids “as young as 11 (years old) have received death threats” and even a youth football team “cut their season short because of backlash” (Gibbs 2016). These effects have very tragic countereffects that affect even the youth of America.
It is human nature to classify and categorize all things that seem to have recognizable differences. Humans place all things, ranging from different colors to different organisms, into distinct and recognizable groups in order to better understand the world. Arguably, the act of classifying and categorizing is an essential tool for humans to store and easily comprehend information. Furthering this concept, humans are also known to organize other humans into defined groups, thus creating the idea of “race”. Race, as defined by Leonard Lieberman and Raymond Scupin, is the belief that the human species is separated into a number of different biological categories that can be easily identified by biological characteristics (Lieberman and Scupin