Page 54 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 54
šolsko polje, letnik xxxi, številka 3–4
The child in need vs. the competent child
The protection and provision discourse concentrates on the child’s needs
which are universal and do not depend on the socio-cultural context. This
focus on needs conceals a danger that arises due to the assumption that
adults are the only ones responsible for satisfying these needs, while chil-
dren are simply passive receivers of adults’ care and aid. The participation
discourse includes the competencies which enable children to be active
participants in their own development. The CRC guarantees the right of
children to have their evolving capacities (competencies) respected, and
according to age and maturity, to be gradually empowered to make deci-
sions that affect them. Given that competencies do not emerge in a vac-
uum, but are defined by the culture and produced by the defined social
structure, namely, they emerge and develop through relations of coopera-
tion and within a social and cultural context, children develop their com-
petencies by being active. In this way, participation not only depends on
evolving capacities, but is also an important way of developing new, more
complex competencies. Many studies show that children’s participation
fosters the development of competencies like critical-thinking and prob-
lem-solving skills (Hart, 1997; Lansdown, 2005; Kellett, 2005), self-reg-
ulation skills (Kellett, 2003), communication competencies, listening
skills, skilful expression of attitudes, feelings and needs in an assertive
way, conflict-resolution skills, team work, and cooperation (Hart, 1997).
Moreover, such are the pro-social competencies: empathy for the feelings
and needs of other people, responsibility and care for others, solidarity
(Kellett, 2005; Lansdown 2001; 2005), self-esteem and positive self-im-
age (Grover, 2005). Through the process of participation, children acquire
knowledge, skills and values that prepare them for more complex forms of
participation in adult life. From a developmental point of view, participa-
tion provides continuity between childhood and adulthood because it fa-
cilitates the development of the competencies required in every adult citi-
zen in any democratic society.
The more children participate, the more effective their contributions
and the greater the impact on their development. Children acquire com-
petence in direct relationship with the possibility to exercise agency in
their own lives (Lansdown, Jimerson and Shahroozi, 2014).
Adults are (better than children themselves) capable of estimating
children’s needs and their best interest
The basis of such a view is the image of the omnipotent adult, an expert
(having once also been a child) for the child’s experience, and the image of
the immature child incapable of assessing their own needs and expressing
52
The child in need vs. the competent child
The protection and provision discourse concentrates on the child’s needs
which are universal and do not depend on the socio-cultural context. This
focus on needs conceals a danger that arises due to the assumption that
adults are the only ones responsible for satisfying these needs, while chil-
dren are simply passive receivers of adults’ care and aid. The participation
discourse includes the competencies which enable children to be active
participants in their own development. The CRC guarantees the right of
children to have their evolving capacities (competencies) respected, and
according to age and maturity, to be gradually empowered to make deci-
sions that affect them. Given that competencies do not emerge in a vac-
uum, but are defined by the culture and produced by the defined social
structure, namely, they emerge and develop through relations of coopera-
tion and within a social and cultural context, children develop their com-
petencies by being active. In this way, participation not only depends on
evolving capacities, but is also an important way of developing new, more
complex competencies. Many studies show that children’s participation
fosters the development of competencies like critical-thinking and prob-
lem-solving skills (Hart, 1997; Lansdown, 2005; Kellett, 2005), self-reg-
ulation skills (Kellett, 2003), communication competencies, listening
skills, skilful expression of attitudes, feelings and needs in an assertive
way, conflict-resolution skills, team work, and cooperation (Hart, 1997).
Moreover, such are the pro-social competencies: empathy for the feelings
and needs of other people, responsibility and care for others, solidarity
(Kellett, 2005; Lansdown 2001; 2005), self-esteem and positive self-im-
age (Grover, 2005). Through the process of participation, children acquire
knowledge, skills and values that prepare them for more complex forms of
participation in adult life. From a developmental point of view, participa-
tion provides continuity between childhood and adulthood because it fa-
cilitates the development of the competencies required in every adult citi-
zen in any democratic society.
The more children participate, the more effective their contributions
and the greater the impact on their development. Children acquire com-
petence in direct relationship with the possibility to exercise agency in
their own lives (Lansdown, Jimerson and Shahroozi, 2014).
Adults are (better than children themselves) capable of estimating
children’s needs and their best interest
The basis of such a view is the image of the omnipotent adult, an expert
(having once also been a child) for the child’s experience, and the image of
the immature child incapable of assessing their own needs and expressing
52
