Roots: A state
that supports human rights for children
provides protection under its laws against
any and all forms of neglect, cruelty,
and exploitation of children (Articles
11, 19, 32-37).
Rights: Children have the right
- to protection from abuse and neglect;
- to protection from work that threatens
their health, education, or development;
- to protection from the use of drugs
or involvement in their production
- to protection from sexual exploitation
- to protection from torture and
participation in armed conflicts;
- to have special care and treatment
when they are convicted of a crime.
Responsibilities: Children are
treating others as they would like
to be treated, not hurting others, and
- learn about caring for others;
- learn about how people in our
communities help families; through
service agencies, churches, programs,
and individual efforts.
- understand what the United
Nations Convention on the Rights
of the Child states in regard
to neglect, cruelty, and exploitation
- become aware of human rights
- become aware of current U.S.
protective measures for all children
against child labor, neglect, and
cruelty, and areas where protective
measures are falling short or are
not in place at all;
- learn about caring for children
and how people in our communities
Paper in a variety
of colors representing skin tones,
butcher block paper, paint brushes,
and a wash station;
As many dolls as
you have children, towels, some doll
blankets, diapers, bottles, doll clothes;
Paper or plastic
bags for aprons, markers, crayons
or stick-ons, yarn or twine;
Dramatic play area
equipped with hats and gear used by
community helpers such as firefighters,
police, medical personnel, construction
workers and so on.
Greet as usual. Make
sure everyone gets a name tag.
- 1. HELPING HANDS MURAL (SMALL
MUSCLE, CREATIVE EXPRESSION)
Our hands symbolize
our ability to help others.
- Cover a table with the butcher
block paper. Set up the paint
station nearby. Parents
and children paint the palms of
their hands, then place their
hand prints on the paper.
- 2. HELPING OUT APRONS (SELF-CONCEPT,
CREATIVE EXPRESSIONS, ART)
the role of helper. When children
view themselves as helpers, they can
develop a more positive self-image.
- Use paper or plastic bags and
cut out an apron for each child.
Use yarn or twine for ties.
- Have each child decorate their
apron with markers, crayons, or
glue-ons. Invite children to wear
their aprons during class time.
- 3. ADOPT A DOLL (SENSORY,
Symbolizes our responsibility
to treat others gently. It gives children
practice in the parental responsibility
of caring for another person.
- Children will get a doll to
take care of during class and
will be encouraged to think about
the help babies need. The sensory
table can be set up for water
play, and children can give dolls
a bath or wash the doll's face
and hands. (See Session 6 for
the Cue Card for this activity.)
- 4. COMMUNITY HELPERS (DRAMATIC
to role play community people who
keep us safe.
- Children and parents utilize
the props to take on the roles
of various community helpers (police
officers, fire fighters, safe
house representatives, medical
personnel, and so on).
- 5. BOOK CORNER
- The Vinganese and the
Tree Toad, retold by Verna
- Fourth Little Pig,
by Teresa Celsi
- Miss Suzy, by Miriam
- Lon Po Po: A Red Riding
Hood Story from China,
by Ed Young
- Follow the Drinking Gourd,
by Jeanette Winter
- Here Are My Hands,
by Bill Martin Jr. and John
- My Apron, by Eric
- 1. Transition: Early
childhood teacher speaks to each
child, and/or touches them on
the shoulder and reminds them
that circle time will begin soon.
After connecting with each child,
the teacher begins a gathering
- 2. "Today we're
learning about protecting children
from harm. I see that some of
you have adopted a baby doll.
It's wonderful that you are caring
for those dolls so gently and
protecting them from harm. We
have practiced taking care of
dolls so that you children can
experience being responsible for
someone else. What did you find
out about taking care of a doll
or a baby?" Take responses.
"You can take those dolls
to the housekeeping area for a
nap." Wait for them to return.
- 4. "Let's play a
game. In this game we pretend
that the children are being cared
for by the parents because the
bridges are falling down. The
parents are protecting them from
"London Bridge is
1. Ask pairs of parents
to join hands and form arches.
2. Children will pass
through the arches in a line.
3. On "My fair lady,"
the arches or bridges fall and the parents
must save the child trapped under the
4. The parents gently
and lovingly sway the child back and forth.
5. At the end of the chorus,
they let the child go.
6. Several children will be held at
once, but probably not all the children.
Be sure they all get a chance to experience
London Bridge is falling
down, falling down, falling down.
London Bridge is falling down, my
1. Take a child and
hold her tight, hold her tight, hold her
Take a child and hold
her tight, my fair lady.
2. Take a child and
hold him tight, hold him tight, hold him
Take a child and hold
him tight, my fair lady.
3. Take a child and
give him love, . . .
4. Take a child and
give her love, . . .
- 5. Close with songs suggested
by students, or "The Sharing
Song," or "The More We
Circle Session 10
- 1. Sing a gathering song.
- 2. "In today's session
we are learning more about children's
rights. We are learning that children
have the right to protection against
all forms of neglect and meanness.
Neglect is when people ignore what
children need. It would be neglect
if a child needed to have a diaper
changed and no one changed it. It
would be neglect if children were
not given toothbrushes to brush
their teeth. Along with this right,
children have the responsibility
to treat others in a kind way, not
in a mean way to treat others as
you would like to be treated to
not hurt others and to act safely."
- 3. "Who has cared
for another person in this class?
Have you seen anyone showing protection
for another person? Who has been
taking care of their doll?"
(If they don't have ready examples,
cite some yourself.)
- 4. "Earlier today
we played "London Bridges"
with your parents. Now we get to
play it ourselves! Remember, we
have accepted the responsibility
to not hurt each other and to treat
our friends as we want to be treated."
- Play "London Bridges"
with the children, asking just two
children to be the bridge. Do the
same verses as before. Change the
two bridge people and the child
who is held each time.
- 5. Read one or two of the
books from today's reading list.
- 6. Sing a closing song:
"The More We Get Together,"
"The Sharing Song," "Shake
Hands With Friends," "You
Gotta Sing When the Spirit Says
Sing," "This Little Light
of Mine," "Every Little
Soul Must Shine."
- Parent Education Session 10
the topic title, "Right to Protection
from Neglect and Cruelty" on chalkboard
or chart paper.
- 1. Action Step and Journaling
Report: Ask for sharing.
- 2. Read Articles 11, 19, 32-37:
"These nine articles of
the United Nations Convention
on the Rights of the Child deal
with neglect, cruelty, abuse, and
exploitation. They are designed
to protect children from working
in sweat shops, abduction, being
a migrant worker, any kind of exploitation,
drug abuse, and participating in
armed conflict. Let's take a minute
to read them."
- 3. Activity: Divide the
group into triads and ask members
of each group to discuss the areas
where they think the children in
the United States are least protected.
- "What does your group think
are the two most common violations
of children's rights in our country?
What are the most problematic violations?
Think of a few proactive responses
to these problems. Share the problems
and potential solutions with the
- 4. Discussion:
1. How does this document
help children? (e.g., government involvement,
laws, responsibility of the state)
2. Does the individual
person have responsibility to protect
children, or is child protection all government
3. Has there been anything
that has put you face to face with these
issues (e.g., visiting another country,
working at a homeless shelter, or food
shelf)? How has that impacted your point-of-view?
4. Given the current laws,
what does our government need to do in
order to be in compliance with the Convention?
5. What can an individual
do when he or she sees a child being neglected
6. Wrap up: Read
this quotation: "I never thought
of it as my responsibility to save the
world. I can feed only one person at a
time. Only one. So I begin and you begin."
Mother Teresa of Calcutta.
- "What do you think is Mother
Teresa's message in this quotation?"
- What is a dream you have for
children? Write about a time when
you took action to ensure that children
were protected from neglect, cruelty,