SESSION 3.

RIGHTS AND RESPONSIBILITIES OF A CHILD AND

RESPONSIBILITIES OF PARENTS

Rationale

This session defines every inherent right of a child and its corresponding responsibilities.
It also emphasizes the duties and responsibilities of parents towards their children. This
is a reminder to all Pantawid Pamilyang Pilipino Program
implementers as well as non-program staff readers to give appropriate recognition and
respect to the fundamental human dignity of all children. In addition, this highlights the
commitment of the 4Ps in ensuring the well-being and development of the children and
youth that it serves nationwide.

Session Objectives

At the end of this session, participants should be able to:

1. Explain fundamental rights and responsibilities of a child;
2. Enumerate the duties and responsibilities of parents towards their child;
3. Determine acceptable behaviors in setting a good example in the community
who respects the standard of living of children; and
4. Formulate an advocacy plan to protect and promote children’s rights.

Session Proper

ACTIVITY
Materials:

● Powerpoint presentations
● LCD projector
● Laptop
● Old newspapers
● Old magazines
● Scissors
● Glue

Procedure:

1. Instruct the participants to group themselves into five (5).

2. Distribute old magazines, old newspapers, and scissors per
group.
3. Instruct the group members to cut out photos from the
magazines and newspapers which they think illustrate the rights
of a child. Have them paste these on the right side of the manila

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 paper. Images depicting otherwise are pasted on the left side of
the manila paper.
4. All groups present and explain their outputs.
Summarize the perceptions of each group about the rights of a
child. Use the summary as a basis for discussing important
information about the topic after all the groups have presented.

ALTERNATIVE
ACTIVITY Materials:

● Printed Materials that illustrates the Rights of a Child and

Depicting Otherwise
● Manila paper
● Tape
● Pens
● Paper

Procedure:

1. Instruct the participants to group themselves into five.

2. Distribute the printed materials, manila paper and tape per
group.
3. The group members shall place the printed materials which they
think illustrate the rights of a child. Have them taped these on the
right side of the manila paper. Paste the images depicting
otherwise on the left side of the manila paper.
4. All groups present and explain their outputs.

Note to Facilitator:

Summarize the perceptions of each group about the rights of a child.

Use the summary as a basis for discussing important information about
the topic after all the groups have presented.

DISCUSSION
Use the following guide questions to process the participants'
experience:

1. What are the rights of a child?

2. What are the common problems faced by children in the

community?
3. What are the possible underlying reasons that lead to these
problems?
4. What do you think are the duties and responsibilities of
parents to their child?
5. Considering the issues and problems, what measures and
services are needed to be enhanced and strengthened?

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INPUT
In the Philippines, the Republic Act 7610, or Special Protection of
Children Against Abuse, Exploitation and Discrimination Act, was
enacted on 17 June 1992 to protect children from all forms of abuse,
neglect, cruelty, exploitation, and discrimination. This Act plays a vital
role in the protection of children. Unfortunately, the National Baseline
Survey on Violence Against Children carried out by UNICEF Philippines
in 2015 reported that there is still a high prevalence of physical,
physiological, sexual, and online violence committed against Filipino
children. About 80% of Filipino children have experienced violence at
home, school, workplace, community, or within relationships. The
committed violence attacks children's vulnerability, chooses no location,
and occurs at any time.

The National Baseline Survey also showed that:

(1) 1 out of 5 children suffer from sexual abuse at home, in school,

and in the community;
(2) 2 out of 5 children experienced bullying from peers;
(3) 3 out of 5 children go through some form of physiological abuse;
(4) 4 out of 5 children grow up seeing some form of physical violence
at home;
(5) 5 out of 10 children are victims of cyber violence;
(6) 6 out of 10 children are physically and physiologically abused;
and
(7) 7 out of 10 children don’t have access to local protection services
in their community.

As members of society, part of our obligation is to recognize and put

to heart the fundamental human dignity of children regardless of
race, sex, and culture. To put it simply, all children must be treated
fairly, equally, and culture. To put it simply, all children must be
treated fairly, equally, and with dignity. The UN Convention on the
Rights of the Child (UNCRC) classifies the following children’s rights
into four (4) broad categories:

(8) Survival Rights emphasize the right to name and nationality, to

be born well, basic needs, family, etc.;
(9) Protection Rights focus on the abuse, neglect, exploitation of
children;
(10) Development Rights give emphasis on health, education,
recreations, play, etc.; and
(11) Participation Rights focus on the right to express the child’s own
views and opinions on matters affecting his/her life.

The Miracle Foundation (n.d.) also identified the following 12 rights of a

child:

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(12) Right to live with a family;
(13) Right to healthcare and nutrition;
(14) Right to a quality education;
(15) Right to be prepared for active citizenship;
(16) Right to live in dignity and freedom;
(17) Right to a stable, loving and nurturing environment;
(18) Right to clean water and electric power;
(19) Right to equal opportunities;
(20) Right to participate in decisions that affect them;
(21) Right to be protected from abuse and neglect; and
(22) Right to spiritual development.

Moreover, the Save the Children also identified the following rights with
corresponding responsibilities of children:

Table 6: Rights and Responsibilities of a Child

RIGHTS RESPONSIBILITIES

Children have the right to an Children have the responsibility to

education that develops their make the most of their education
personality and abilities, and and encourage others to develop
encourages them to respect other their abilities.
people, cultures and
environment.

Children have the right to be Children have the responsibility to

treated fairly no matter who they always treat others fairly
are, where they are from, what
language they speak, what they
believe or where they live.

Children have the right to have Children have the responsibility to

adults who always do what is best respect adults for doing what is
for them. best for them.

Children have the right to have Children have the responsibility to

their own opinion, which is listen to other people’s opinions
listened to and taken seriously. and take them seriously.

Children have the right to have Children have the responsibility to

their privacy and family respect the family and privacy of
respected. others.

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Children have the right to be Children have the responsibility to
protected from being hurt or badly not hurt others.
treated in any way.

Children have the right to the best Children have the responsibility to
health and medical care possible maintain good health and help
and information to help them stay others have access to good
healthy. health care.

Children have the right to a basic Children have the responsibility to

standard of living that includes appreciate their living standards
food, clothing, and a safe place to and help others to improve their
live. standards.

Children have the right to enjoy Children have the responsibility to

their own culture, religion and respect other people’s culture,
language, even if these are not religion, and language.
the same as most people in their
country.

Children have the right to be Children have the responsibility to

protected from being exploited in not exploit others.
any way.

Children have the right to special Children have the responsibility to

help if they have been hurt, tell a trusted adult if they have
neglected or badly treated. been hurt, neglected or badly
treated so they can help.

Children have the right to be Children have the responsibility to

given support and advice from accept the support and listen to
their parents and family. the advice given.

Children have the right to have a Children have the responsibility to

name and nationality. respect other people’s names
and nationalities.

Children have the right to find out Children have the responsibility to
information and express what allow others to express their
they think through speaking, thoughts even if they are different
writing, art, unless this denies
other people their rights.

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 Children have the right to think Children have the responsibility to
and believe whatever they want respect the right of others to think
and practice any religion, with and believe what they want.
guidance from their parent/s.

Children have the right to be Children have the responsibility to

friends and join clubs, unless this allow others to choose their
denies other people of their friends and join clubs.
rights.

Children have the right to get help Children have the responsibility to
from the government if they are participate in society and to help
poor or in need. others who are poor or in need.

Children have the right to rest, Children have the responsibility to

play and relax. balance work and play.

Children have the right to be Children have the responsibility to

protected from work that harms keep safe.
their health or interferes with their
education.

The Convention on the Rights of a Child sets out the rights that must be
realized for children to help them develop their full potential. It offers a
vision where children have rights and responsibilities appropriate to
their age and stage of development as individuals, family members, and
community members.

Under General Duties of Parents of Article 46, Chapter 3 of the

Presidential Decree No. 603: The Child and Youth Welfare Code,
the parents shall have the following general duties toward their
children:

(1) To give him affection, companionship and understanding;

(2) To extend to him the benefits of moral guidance, self-discipline
and religious instruction;
(3) To supervise his activities, including his recreation;
(4) To inculcate in him the value of industry, thrift and self-reliance;
(5) To stimulate his interest in civic affairs, teach him the duties of
citizenship, and develop his commitment to his country;
(6) To advise him properly on any matter affecting his development
and well-being;
(7) To always set a good example;
(8) To provide him with adequate support, as defined in Article 290
of the Civil Code; and

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 (9) To administer his property, if any, according to his best interests,
subject to the provisions of Article 320 of the Civil Code.

DEEPENING
Materials:

● Advocacy Plan Form/Template

● Manila paper
● Laptop
● Pens

Procedure:

1. Instruct the participants to follow the same groupings in the

previous activity.
2. Each group develops an advocacy plan that promotes the
protection of children’s rights.
3. The participants may opt to choose more than one child’s rights
to focus on in developing the advocacy plan.
4. The participants may write their advocacy plan in the provided
manila paper or they may use a laptop.
5. Each group presents their output while the facilitator lists down
important points for processing.
6. Consolidate and present this advocacy plan in the municipal
action committee (MAC).

SYNTHESIS As members of society, we must recognize and put to heart the

fundamental rights and dignity of all children and the urgency of
ensuring their well-being and development. It is evident that the idea
that essential quality of life should be the right of all children rather than
a privilege enjoyed by a few.

Despite several efforts of the government to ensure the protection of

children's rights, it is undeniably true that violations and exploitations of
children still exist in different parts of the Philippines. The country needs
a holistic program approach targeting children, families, guardians,
communities, and government units.
ASSESSMENT
Give three (3) scenarios showing abuse of human rights faced by
children and youth. Explain how you can help them and stop the
abuse.

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 Table 7: Advocacy Plan Template

Activity/ Activity Resources Budget Success

Project Description Needed Indicators
Objectives
(Layunin) (Gawain) (Deskripsyon (Mga (Panustos na (Sukatan ng
ng Gawain) pangangailang salapi) tagumpay ng
an) Gawain)

References

● Convention on the Rights of the Child, G.A. res. 44/25, annex, 44 U.N. GAOR
Supp. (No. 49) at 167, U.N. Doc. A/44/49 (1989), entered into force Sept. 2,
1990.
● Rights of Children. (2022). Miracle Foundation.
https://www.miraclefoundation.org/rights-of-children/
● The Rights and Responsibilities of Children. (2009). Child Rights Resource
Centre. Retrieved July 28, 2022, from
https://resourcecentre.savethechildren.net/document/rights-and-
responsibilities-children/
● Presidential Decree No. 603: The Child and Youth Welfare Code. (1974,
December 10). Philippine Commission on Women.
https://pcw.gov.ph/presidential-decree-no-603-the-child-and-youth-welfare-
code/

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