On May 25, 2022, SEAMEO CECCEP organized a training session with the theme "Our Happy Neighbourhood (OHN)," which was conducted online. The module discussed children's rights, including protection, provision, and participation. One of the topics covered in this activity was happy children. This module explored children's rights from marginalized groups, the importance of children's participation rights, and the need to listen to children's voices.
In her opening remarks, the Director expressed gratitude and welcomed the 30 participants who were early childhood education teachers from the Philippines. The Director of SEAMEO CECCEP explained that the training would focus on the Happy Children Module, which aims to promote children's rights worldwide. This occasion served as a bridge for collaboration between SEAMEO CECCEP and the Philippines in achieving our common goals in the future. Vina stated, "We hope this training can assist teachers, both in Indonesia and the Philippines, especially Early Childhood Education teachers."
During the first session, Assila Prianggi discussed the topic of "Child Rights within the United Nations Convention Rights of Child (UNCRC)." Every child needs to be protected, as childhood is when they are entitled to special care and assistance. Sometimes, the limitations of young children compared to adults create challenges in providing adequate protection. Adults often play a significant role in safeguarding children and should give meaning to and understand children's perspectives.
"We use Our Happy Neighbourhood (OHN) as our framework. We believe that children are individuals with their own rights. Adults should listen to and communicate with children. We also need to evaluate and implement all our plans. The expressions of our children are how they learn in society. We often forget that children can also express themselves," Assila explained.
In the second session, Tiara Delia explained the Happy Children Module: Challenges of Child Rights. The session began with a video showing the relationship and interaction between teachers and students. Various ways in which teachers provide children with their rights were presented. Participants were asked to provide their responses. Kania's first response was, "There are different treatments given by teachers to students, and these treatments impact the children." Cheryl De Guzman added, "In my opinion, this video shows different perspectives from the school principal, teachers, and children. Initially, I saw a teacher who had difficulty adapting to their students, making them unhappy. The attitude of the teacher influences the students' behavior. The impact will be positive if children are given the right and opportunity to interact naturally with their teachers." Rhea Abunan commented, "A Happy Teacher Creates a Happy Classroom."
Every human, including adults, needs equal protection, provision, and participation rights, just like children. The environment influences the interaction between children and adults. Human history has provided data on related rights between children and adults. All articles in the UN Convention on the Rights of the Child (UNCRC) apply without discrimination. This means that infants and children must be protected. Article 33 of the CPRN states that infants and children have the right to protect themselves from drugs.
In the third session, Dwi Anisa discussed the "Happy Children Module: How to Deal with Young Children's Rights." She explained that play is crucial for the healthy development of children. Play is essential for optimal child development and has been recognized by the United Nations Human Rights Commission as the right of every child (Ginsburg, 2007). Therefore, play is best initiated by the child's own decision, without pressure from adults. Playing has many benefits, including the development of children's emotions. Children can release their feelings and negative experiences. They create their knowledge about the world through interaction and the information they hear through their senses and sensorimotor skills. Play positively impacts children's cognitive development, which is shaped by social relationships. Children discover knowledge about their world and then incorporate it into their development.
On the other hand, she also questioned the rights of young children from vulnerable groups such as street children. There are several gaps between children's natural rights and those of children from vulnerable groups. In natural rights, children have universal rights, including the right to speak and play in a safe and comfortable environment. However, for children from vulnerable groups, these rights include free education but not free uniforms and books, the use of swear words in everyday communication, and playing anywhere.
The next activity is a discussion on the case of street children in the Philippines. Cheryl De Guzman answered that some street children in the Philippines are also cared for by the Department of Social Welfare and Development. In contrast, others are encouraged to pursue primary education through school-community partnerships. The second participant, Cinderella, explained that their team had yet to explore this aspect of street children. They may consider researching it if given the opportunity. Thank you! Maria Theresa Perez responded, "There are many street children in the Philippines, and most of them are seen in cities. However, the government is taking steps to bring these children to school for formal education." Susan Estrada answered, "We have the same fate as street children here in the Philippines. We see them as more mature and family-centered. Taking responsibility to provide for their families."
The training activity concluded with closing remarks, followed by a question and answer session and the assignment given by the SEAMEO CECCEP team. In fulfilling children's rights, the principle of non-discrimination, a fundamental aspect of children's rights, must be considered. This principle states that every child, regardless of their background, should have equal access to and enjoyment of their rights. This means that children from vulnerable and marginalized groups should not be excluded or disadvantaged in fulfilling their requests. Governments and organizations must develop inclusive policies and programs that meet the specific needs of vulnerable groups of children. This includes children with disabilities, children from ethnic and religious minorities, refugee and migrant children, children living in poverty, and children residing in remote or rural areas. These policies and programs should ensure equal access to healthcare, education, social services, and other necessary support.
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