Children are Important

Khondkar Ibrahim Khaled

Children satistically constitute a significant portion of our population. But they are not simply numbers. Potentiality may strengthen numerical count. Probability depends on how we focus our attention on their growth and development. Most of the scientific discoveries and inventions are coming from the west. Our contribution is insignificant. This is because we are failing to pay proper attention to our children. Children are malnourished, ill-educated and their potentialities remain unexplored. Hence development of children is the first and most important step towards development of human resources in our country.

Mind & personality:

For understanding the importance of childhood, we should have clear idea about formation of mind and development of personality. Brain, consisting of neuron cells, is the seat of mind. Brain contains over hundred billion neuron cells. Psychiatrists suggest that each neuron cell acts as a tape or cassette having capacity to record, store and retrieve information, perception, picture and emotion. Neuron cells are understructible. Whatever they record remain stored for entire life of a person. Mind is created owing to interaction of stimuli or inputs stored in the neuron cells.

Up to a period of four months, neuron cells of a foetus remain dormant. From fifth month in the mother’s womb, the foetus acquires capacity to record and that is the start of formation of mind. Period of remaining few months in the mother’s womb lays foundation of the mind of the child (future adult) particularly from the point of view of emotion content. On being born, new-born baby’s neuron cells start recording inputs from its surrounding persons, entities and environment, these early inputs lay foundation of its mind and consequent personality. If early inputs are predominantly positive (affection, acceptance, recognition etc.), the baby is likely to develop a positive mind with the characteristics of accepting and respecting others. He or she is likely to be tolerant, beneficial and friendly. On the other hand, if early inputs are predominantly negative (repressive, aggressive, torturous), the baby is likely to develop a negative mind with the characteristics of rejecting/denouncing others. Such a person will be reactionary, destructive and harmful.

Development of mind is a continuous process. But foundation of mind is ready within first five years of age. Foundation or basic structure has a pattern, which exhibits the behavior pattern of the person throughout life. Core mind formed during early childhood plays predominant role during entire life. After early childhood, development of personality continues, but childhood mind continues to influence later development. Here lies the importance of focusing conscious and caring attention for facilitating formation of childhood mind of a person.

Mind develops in the process of learning. Brain learns’ or record inputs from surrounding beings and environment. As the child grows, surrounding and environment expand. Hence, for focusing proper attention, childhood may be divided into four periods – (i) Pre-natae ((ii) 0 – 5 years of age (iii) 6 – 12 years of age (iv) 13 to 18 years of age. It is interesting to note that eminent psychiatrist Dr. Eric Bern and his associates mention about three births – (i) cellular birth i.e. the moment of conception, when the child is potentially ‘born’; (ii) physical birth i.e. the moment of coming out of mother’s womb and (iii) social birth i.e. the period when the child learns social behavior during the age between 8 and 12.

Four stage caring:

Pre-natal care centres around taking special care of pregnant mother. Surrounding and environment of foetus is mother’s womb. Hence mother-care is foetus-care. Care involves two distinct aspects – (i) physical and (ii) psychological. 

The foetus takes its food and nourishment from the mother. Hence mother must take proper and sufficient food and nutrient. Malnourishment of mother adversely and seriously affects proper growth of foetus. Turning to psychological aspect, first neuron recording of foetus occur within the womb. Stimuli or inputs come from emotion and perceptions of the mother. These recordings are critically important, because they lay foundation of the mind. Hence mother should remain emotionally stable and sound during the period of pregnancy. All members of the family must play positive role.

Finally the foetus comes out of the mother’s womb. The baby is born. Now the recording area is not limited within mother’s womb. It is wide open to all beings around the baby. Hence the surrounding environment must be congenial for healthy and positive growth of mind. The child needs to be understood, attended and supported. This is a collective effort by all individuals in the family and surroundings.

Around fifth year of age, the child frequently moves out of family environment. The child may go to school and other places of learning and experience. This means that many more people, other than family members, interact with the child, thereby contributing towards development of the child’s mind.

At the age of 9 or 10, the child learns to interact with still wider sections of people. This child gradually learns to grow as a social being, exhibits social behavior, consolidates behavior pattern. At this stage, the child needs the help of facilitators within the family and beyond.

Deaths due to pregnancy and childbirth is known as maternal death. This gives an indirect indication about foetus and newborn health. In 2005, according to UNICEF report, 536,000 women died from causes related to pregnancy and childbirth. South Asia accounts for 35% of maternal deaths, followed by West/Central Africa (30%), Eastern/Southern Africa (19%), East Asia/Pacific (8%), Middle east/North Africa (4%) and Lat in America/Caribbean (3%). This provides a geographical distribution pattern of foetus and child health, which is worst in the economically backward areas.

Child deaths & under nourishment

Every year about 4 million newborn infants die within first 28 days of life. Over 10 million children die every year before they reach the age of 5 years. 92 percent of under 5 deaths occur in Africa (51%) and Asia (41%). 148 million under five children of the world are under weight and under nourished. Out of them 99 million (67%) live in Asia, 39 million (27%) in Africa and 10 million (6%) in other parts of the world.

Primary education:

101 million children of primary school age were not in school throughout the world. Out of them 49 million (49%) live in Africa, 40 million (39%) in Asia and 12 million (12%) in rest of the world.

Children in Africa and Asia start their life with odds. They need immediate and appropriate help to overcome childhood disadvantages.

Child Rights: 

United Nations General Assembly adopted a convention on the rights of children on 20 November, 1989. In the preamble of the convention, some observations were made as follows:

(i) In the Universal Declaration of Human Rights, the UN has proclaimed that childhood is entitled to special care and assistance. 

(ii) The child for the full and harmonious development of his or her personality should grow up in a family environment, in an atmosphere of happiness, love and understanding.

(iii) The child by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth.

(iv) In all countries in the world, there are children living in exceptionally difficult conditions, and that such children need special consideration.

UN convention defines a child as “a human being below the age of 18 years unless, under the law applicable to the child, majority is attained earlier.” The convention contains 54 articles depicting the rights of children all over the world. Some important rights are mentioned here:

(i) Every child has the inherent right to life. A child has right to survival and development and the government shall ensure to the maximum extent possible.

(ii) The child shall be registered immediately after birth and shall have the right from birth to a name, right to acquire a nationality, and, as far as possible, right to know and be cared by his parents.

(iii) Every child is protected against all forms of discrimination or punishment on the basis of status, activities, expressed opinions or beliefs of the child’s parents, legal guardians or family members.

(iv) Every child has the right to preserve his or her identity including nationality, name and family relations.

(v) State & society shall take measures to combat the illicit transfer and non-return of children abroad.

(vi) Child has right to form his/her own view, express those views and views be given proper weight in accordance with the age and maturity of the child.

(vii) The child shall have the right to freedom of expression, freedom of thought, conscience and religion.

(viii) The child shall have rights of freedom of association and freedom of peaceful assembly.

(ix) The child must be protected from all forms of physical and mental violence, injury or abuse.

(x) A physically or mentally disabled child should enjoy a full and decent life with dignity and active participation in the community.

(xi) Every child shall enjoy the highest attainable standard of health and treatment facilities.

(xii) Every child shall have the right to benefit from social security & social insurance.

(xiii) Every child shall have right to standard of living adequate for the child’s physical, mental, spiritual, moral and social development.

(xiv) Every child has to a right to education. Particularly primary education should be compulsory and free for all children.

(xv) The child has right to rest, recreation and cultural life.

(xvi) The child must be protected from economic exploitation and hazardous work.

(xvii) No child be subjected to torture cruelty and inhuman treatment. Neither capital punishment nor life imprisonment be given to offenders below the age of 18 years.

(xviii) Children must not be used in armed conflict. Children, particularly below the age of fifteen, must not be recruited in the Army.

(xix) Age limit be set below which children shall be presumed not to have capacity to infringe the penal law.

World Summit for Children:

On 29-30 September 1990, the largest gathering of world leaders in history assembled at the United Nations to attend World Summit for children. The world summit adopted a declaration on the survival, protection and development of children and a Plan of Action for implementing the Declaration. To understanding their anxiety and commitment, excerpts from the Declation are quoted below:

(i) The children of the world are innocent, vulnerable, and dependent. They are also curious, active and full of hope. Their time should be one of joy and peace, of playing, learning and growing. Their future should be shaped in harmony and co-operation. Their lives should mature, as they broaden their perspectives and gain new experiences. But for many children, the reality of childhood is altogether different.

(ii) Each day, countless children around the world are exposed to dangers that hamper their growth and development. Each day, millions of children suffer from scourges of poverty and economic crisis- from hunger to homelessness, from epidemics and illiteracy, from degradation of the environment. Each day, 40,000 children die from malnutrition and disease. These are challenges that we must meet.

(iii) The well-being of children requires political action at the highest level. We are determined to take that action. We ourselves hereby make a solemn commitment to give high priority to the rights of children, to their survival and to their protection and development. We have agreed that we will act together, in international co-operation, as well as in our respective countries.

(iv) We have decided to adopt and implement a Plan of Action, as a framework for more specific national and international understanding.

Excerpts from Plan of Action:

(i) This plan of Action is intended as a guide for national Government, international organizations, bilateral aid agencies, non-government organizations (NGOs) and all other sectors of society in formulating their own programs of action for ensuring the implementation of the Declaration of the World Summit for Children.

(ii) This Plan of Action calls for concerted national action and international co-operation to strive for the achievement, in all countries, of the following major goals for the survival, protection and development of children by the year 2000:

(a) Reduction of 1990 under 5 child mortality rates by one third or to a level of 70 per 1000 live births, whichever is lower.

(b) Reduction of maternal mortality rates by half of 1990 levels.

(c) Reduction of severe and moderate malnutrition among under 5 children by one half of 1990 levels.

(d) Universal access to safe drinking water and to sanitary means of excreta disposal.

(e) Universal access to basic education and completion of primary education by at least 80% of primary school age children.

(f) Reduction of adult illiteracy rate to at least half of its 1990 level, with emphases on female literacy.

(g) Protection of children in specially difficult circumstances, particularly in situations of armed conflict.

(iii) The goals enunciated in the Declaration and this Plan of Action are ambitious and the commitments required to implement them will demand consistent and extra-ordinary effort on the part of all concerned

Child Act-2013 and Bangladesh Scenario:

At last, Bangladesh has adopted Child Act-2013 to protect rights and privileges of children. The Act defines a child as a human being below the age of 18. The Act outlawed the arrest of kids below the age of nine, marriage below the age of 18 and keeping children in adult jails.

Study reveals that under-5 child mortality has reduced by 60 percent over the last two decades. Government aims at reducing under-5 child mortality to twenty per thousand by 2035 from present 53 per thousand.

Primary education is now free and compulsory in Bangladesh. On the first day of the year, books are given to students free of cost. Some schools provide tiffin or light lunch to attract students. Enrollment at primary level is nearly 90 percent. Drop out remains a problem. Poverty is considered to be main reason. Children work to earn for the family.

Children Organizations:

For physical, educational and moral development of children, national as well as local level children organizations are working in the private sector. These organizations operate on voluntary basis and are run by eminent social leaders. National children’s organizations are normally register under Social Welfare Act. They concentrate on co-curricular activities for the children.

‘Kachi-Kanchar Mela’ and ‘Khelaghar Ashar’ are two distinguished National Children’s Organizations of Bangladesh. They were established during the decade of fifties by eminent citizens of that time. Founders of Kachi Kanchar Mela were Poet Sufia Kamal, Poet Rukunuzzaman Khan (Pen-name Dadabhai), Educationist Dr. Abdullah Almuti Sharfuddin, Shilpachariya Joinul Abedin, Scientist Dr. Kudrat-e-Khuda, Professor Ajit Kumar Guha, Poet Jasimuddin, Painter Kamrul Hasan, Shahid Journalist Sirajuddin Hossain, Novelist Dr. Nazma Jesmin Choudhury, Editor of the ‘Sawgat’ Mohammad Nasiruddin, Educationist Selina Banu, Wizard of stick-play (Lathi Khela) Ostand Sirajul Haque Choudhury and others. On the other hand, Khelaghar Ashar was organized by left-leaning intellectuals of the then communist party.

Motto of Kachi Kanchar Mela is three dimensional love – “Love for mother, Love for motherland and Love for mother language”. All its activities centre around Ma (mother), Bangla Bashar and Bangladesh. On the other hand Khelaghar’s emphasis is on social justice.

To understand the objectives and activities of children organization, relevant portion is quoted below from the constitution of Kachi Kanchar Mela.

Objectives of Kachi Kanchar Mela:

Kachi Kanchar Mela is a non-political social welfare organization for multi dimensional development of children. Its aims and objectives are,

i.      to create interest and developing knowledge and skills of children in the areas of literature, art & culture, physical exercise and games, education and social development;

ii.    to facilitate children’s participation and learning in the mentioned areas;

iii.   to identify children’s areas of interest and to help them develop in those areas;

iv.   to create opportunities for children’s physical and mental upbringing;

v.    to develop children into worthy citizens of tomorrow by introducing them to truth, fairplay and excellence;

vi.   to develop self-esteem and patriotism in children by creating interest and love for motherland and mother language;

vii.  to create identity with people and society, arouse interest for social-welfare and inspire them for helping the distressed humanity;

viii. to infuse the spirit of free-thinking by creating awareness about the evils of superstition, lack of education and unfairness;

ix.   to introduce social values and culture among children and keep them free from the aggression of harmful alien culture.

Activities Undertaken by the organization:

To realise ideals and achieve stated objectives, activities to be undertaken by Kachi Kanchar Mela, have been grouped into five clusters- (i) Literature, (ii) Art and Culture (iii) Science & Technology (iv) Games & Supports and (v) Education & Social Welfare. Group-wise indicative activities are listed below:

i. Literature: Writing, reading and discussion about poems; stories and articles written by children; presentation of writing for the children; publication of wall-papers, journals and periodicals; essay writing; establishment and operation of children’s library.

ii. Art & Culture: Training of children in the field of painting; songs and music; dance & theater; staging cultural functions; staging children’s theatre; observing birth anniversaries of national and cultural personalities; observing special days; arranging children’s workshop & competition in the areas of painting, art & craft, recitation, debate & public speaking etc.

iii. Science & Technology: Conducting science workshop and demonstration; converting simple scientific features into children’s games; competition of scientific writing; children’s seminar and discussion meeting on science; developing and operating simple computer programs for children; demonstration of children’s scientific games etc.

iv. Games & Sports: Physical exercise; games specially of Bangladesh origin; competition of games & sports.

v. Education & Social Welfare: Operating children’s night schools; children literacy program; helping disadvantaged, distressed and disabled children; first-aid training; encouraging horticulture and gardening; extending help, during natural disaster; social welfare training; environmental awareness; child rights; sightseeing and visit historical places; picnic etc.