communities and governments that work
for and support human rights for children
recognize that every child needs adult
and societal support to survive and to
achieve an adequate standard of living,
including adequate food and housing, access
to health and medical services and health
awareness and education (CRC Articles
6, 24, 27).
Rights: Children have the right
- an adequate standard of living;
- adequate nutrition;
- education about their health, and
to health care.
Responsibilities: Children are
taking care of the home, their clothing,
- learn about a variety of types of
housing and foods;
- increase their understanding of how
they can help ensure they have an adequate
standard of living through eating healthy
food and caring for themselves.
- recognize the right of every child
to a sustainable standard of living;
- recognize the right of all children
to access health and medical services;
- increase knowledge about the deplorable
conditions some children live in;
- increase thinking about how parents
can provide for the basic needs of their
- 1/2 pint whipping cream; a plastic
jar with screw on lid, crackers or bread;
- One large marble;
- Sugar cubes, small pieces of cardboard,
- Brown paper bags, water paints with
water and brushes, chopsticks, string;
- Straw and raffia or heavy twine,
or collect twigs;
- Large wooden blocks, parachute, climbing
equipment, and other large muscle equipment;
- Refrigerator box, cutting tools,
crayons, paints, or markers;
- Water and sea animal toys.
- Parent Education Handout PE #5;
- Chalkboard and chalk or easel with
paper and pens;
- Extra copies of The Convention
on the Rights of the Child.
Greet as usual. Make sure everyone gets
a name tag.
Parent/Child Interactive Activities
- 1) MAKE BUTTER (SOCIAL/ EMOTIONAL)
Represents adequate nutrition.
- Put whipping cream into empty plastic
jar. Add the marble. Close lid of jar
tightly. Pass the jar around and have
everyone shake it.
- Notice the changes as the cream gets
thick, begins to slosh and becomes butter.
Spread on crackers or bread.
- 2) BUILD A HOUSE (SMALL MUSCLE
AND MANIPULATIVE SKILLS)
Different kinds of homes represent
the different life-styles and standards
of living people live.
For sugar cube Igloo: provide frosting
for the glue and cubes for blocks. Adults
and children place cubes into a circle
on a piece of cardboard or a paper plate
to imitate an igloo.
For Teepee: use pieces of brown paper
bags. Wet the pieces and crinkle to make
it look more like animal hide. Use water
paint to paint Native American designs.
When paint is dry, fold paper bag into
a cone shape to imitate Teepee. Chopsticks
make good teepee poles.
For Straw Hut: take small handfuls of
straw and tie them with the raffia. Place
the tied bundles in a circle to build
the hut shape. You can also weave raffia
in and out between the bundles to hold
them together. Lay loose straw on the
top of the ring of bundles to form a roof.
For wooden block house: gather as many
large blocks and other large muscle equipment
as possible. Then build houses of different
sizes and shapes.
Refrigerator box house: get a large
refrigerator box. Help children cut openings
for doors and windows. Use paint, crayons
or markers to decorate the house.
- 3) WATER AND OCEAN ANIMALS (SENSORY)
Water is home to many of Earth's creatures.
This activity provides an opportunity
to appreciate that people share the earth
with animals and plants.
- Provide plastic sea creatures and
plants. Parents and children play feel,
look at, and play with them at the water
- 4) BOOK CORNER: (LANGUAGE)
- Peter's Old House, by Elsa
- A House is A House for Me,
by Mary Ann Hoberman
- This is My House, by Arthur
- Pelle's New Suit, by Elsa
- And So They Build, by Bert
- Bread, Bread, Bread, by Ann
- 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 song.
- 2. I'm happy to see all of
you! Sing: Shake Hands With Friends
and Say Hello and The Name Chant.
Today, our theme is an adequate
standard of living. That means we need
to have enough shelter, warmth, food,
and clothing to survive. Shelter is
what we get from our houses. Who made
a house today? Do you think it's that
easy to build a real house for a whole
family? No! And it costs more money,
too, so some people can't build a real
house for their family and some children
don't have a place to live. What do
you think about that?. . . When people
don't have a safe and dry shelter, or
home, to live in, they don't have an
adequate standard of living.
- 3. Let's sing a song now that helps
us remember we all need shelter. Sing:
Little Cabin in the Woods, and One Little
- 4. Did every one get a chance to make
and taste butter? The butter-making
activity symbolizes our need for food.
Some people don't have enough food either.
Then they don't have an adequate standard
of living either. Sing some food songs
like: Apples and Bananas, I Eat My Peas
With Honey, Peanut, Peanut Butter.
- 5. Every one needs a home,
even our animal friends. Here's a song
about our animal friends. Sing Baby
Beluga, Houses, or I Have a Little Turtle.
- 6. Sing your regular closing song
and This Little Light of Mine.
Separate learning time
Children's Learning Circle Session
- 1. Invite children to the circle
with a gathering song. Sing: The Name
Chant or Everybody Stand up Tall.
- 2. What did you eat for breakfast?
. . . For lunch? . . . Good food is
your parents' way of helping you get
what you need to grow heathy and strong.
What do you think you need to do to
help your parents? Let's sing those
eating songs again. Sing: I Eat My Peas
With Honey, Peanut, Peanut Butter, Apples
- 3. Read Everybody Cooks
- 4. Remember building houses
in class today? What kind of home do
you live in? An apartment, a duplex,
a mobile home, a single dwelling home,
a condominium or townhouse? Who knows
- what kind of home you live in? Your
parents, or the adults who care for
you, provide houses and homes so you
get what you need to grow healthy and
- 5. What do you think you could
do to help make sure you grow up healthy
and strong? What can you do to help
your parents with your home?
- 6. Let's sing about our homes:
Houses, Little Cabin In The Woods, I
Have a Little Turtle.
- 7. Read And So They Build
or A House Is A House For Me.
- 8. Close the circle with: The
More We Get Together.
Parent Education Session 5
Preparation: Using The State
of America's Children, published by
the United Nations on an annual basis,
and available in most libraries, and using
the United Nations' web site, choose statistics
that demonstrate how children are currently
suffering from inadequate standards of
living with regard to their nutrition,
housing, and medical care. Write ten (or
so) statistics on different pieces of
chart paper and post around the room.
Also write the topic title Adequate Standard
of Living on chart paper.
- 1. Greeting: Welcome participants
as they are coming in and invite them
to move around the room, reading statistics
for about five minutes. Call participants
- 2. Action steps and journaling
report: Before we discuss the statistics
on the wall, let's get a lift by hearing
someone share something they learned
about rights and responsibilities from
discussion with their child. . . . Or,
who has anything they would like to
share about action steps? (If the group
is not forthcoming, offer some comments
yourself about an action step you recently
took or a child you learned from.)
- 3. Start-up activity: Invite
parents to share their thoughts about
the statistics on the wall. Ask these
- * What are your reactions to these
- * What is needed to create a change?
- These statistics help us look at our
topic today: 'Life Survival, Healthy
Development and Adequate Standard of
- 4. Discussion: Separate participants
into small groups. Make sure they have
copies of the United Nations Convention
on the Rights of the Child. Give
each group a discussion topic A, B,
or C (below). Ask them to spend five
minutes in discussion and examination
of these articles, then work on answering
- A. Right to adequate housing (CRC
Articles 4, 6, 27)
1. How might we as individuals and as
a nation increase the quality of housing
and improve the standards of existing
housing for all people?
2. How might cities and suburban areas
become partners in strategizing ways to
provide adequate housing for all people?
- 3. Do you believe adequate housing
is a human right?
- B. Right to adequate nutrition
(CRC Articles 4, 6, 27)
1. How do our choices at the grocery
store make a difference within each of
our families for attaining adequate nutrition?
2. Define adequate nutrition.
3. How does meeting the right to adequate
nutrition promote the medical services
part of this right? For instance, if children
are adequately fed, do they get sick as
often as those who don't get their nutritional
- 4. How would a strategy look that
addresses adequate nutrition for children
living in poverty?
- 5. Do you believe adequate nutrition
is a human right?
- C. Right to medical services (CRC
Articles 4, 24, 26)
1. What can be done within our society
to ensure that services provided are used
properly and that these rights are not
2. In order to make sure our child is
getting the best medical care, what could
be done to prepare for a visit to a clinic
3. How does immunization protect our
children, and ensure their right to medical
- 4. Is medical care a human right?
- 5. Reports to large group: Small
groups now have an opportunity to state
their questions; report their thoughts
and further discuss their questions.
Plan to spend ten to fifteen minutes
per small group.
- 6. Journaling Assignment: Distribute
Quotations About Children (Handout
PE #5). Ask parents to spend
a few moments reading and reflecting
on these quotations. Next, provide time
for writing in journals on the following:
* Sylvia Hewlett says, Children are increasingly
relegated to the margins of life. How
do I do that with my children? What am
I willing to change?
* How do I demonstrate my concern for
the next seven generations? (see American
Indian wisdom). Is there more that I can
do to demonstrate this? Do I want to choose
giving up something in my material world
to preserve the Earth for others?
* What is my responsibility to all children?
(see Carl Sandberg's quote).
- 7. Closing: Today your children
talked about ways they can work together
with you to ensure that they have an
adequate standard of living. The next
time they refuse to take care of themselves
or eat healthy foods and so on, remind
them that there are children in the
world who don't have an adequate standard
of living, and you have made a commitment
to help them have one. Ask for their
help in meeting your commitments. Your
Human Rights Action Steps Journal
will give you ideas of ways to help
children find opportunities to demonstrate
their empathy through helping other
people and animals to achieve an adequate
standard of living. Keep working on
your actions steps, and we'll continue
to hear about your actions.