The Save the Children Fund,[2] commonly known as Save the Children, was established in the United

Kingdom in 1919 to improve the lives of children through better education, health care, and economic
opportunities, as well as providing emergency aid in natural disasters, war, and other conflicts. After
passing a century, it is now a global movement made up of 29 national member organizations which
works in 120 countries

The organisation promotes policy changes to gain more rights for young people[3] especially by
enforcing the UN Declaration of the Rights of the Child. Saving the Children through co-ordinate
emergency-relief efforts, helping to protect children from the post effects of war and violence.[4] Save
the Children has a general consultative status in the United Nations Economic and Social Council.

3.As students solve problems in a group, they learn new strategies and practice communicating their
mathematical thinking. This sharing helps students reflect on their problem-solving approaches and
expands their Mathematical Flexibility.

Use It in the Classroom

Watch how this kindergarten teacher facilitates collaborative problem solving with a small group of
students. By asking questions that stimulate strategy use, she supports their mathematical thinking and
strengthens their Language Skills by having them explain their reasoning.

Teachers can assign challenging problems for students to work on independently then in small groups.
Giving students the opportunity to tackle the problems individually first supports varying Speeds of
Processing. Then, as they work with others, they tackle the same problem with different strategies,
developing their Operations, Estimation, and Place Value skills, and learn which strategies work best for
them.

Design It into Your Product

Products can support collaborative problem solving by allowing learners to display and share their
thinking with their peers, even at a distance. They can include features that let learners copy or combine
pieces of their individual work to create a shared answer that best represents their discussion and
reasoning. The facilitation of these discussions on such a platform also can support increased Attention
and the development of Social Awareness & Relationship Skills.

4.The full list of rights for children and young people under the age of 18 is set out in the United Nations
Convention on the Rights of the Child, the most accepted standard on children’s rights in the world.
Ireland committed to promote children’s rights when it signed up to the Convention in 1992.

Children’s rights include the right to health, education, family life, play and recreation, an adequate
standard of living and to be protected from abuse and harm. Children’s rights cover their developmental
and age-appropriate needs that change over time as a child grows up.
There are four general principles that underpin all children’s rights:

Non-discrimination means that all children have the same right to develop their potential in all
situations and at all times. For example, every child should have equal access to education regardless of
the child’s gender, race, ethnicity, nationality, religion, disability, parentage, sexual orientation or other
status

The best interests of the child must be "a primary consideration" in all actions and decisions concerning
a child, and must be used to resolve conflicts between different rights. For example, when making
national budgetary decisions affecting children, Government must consider how cuts will impact on the
best interests of the child

The right to survival and development underscores the vital importance of ensuring access to basic
services and to equality of opportunity for children to achieve their full development. For example, a
child with a disability should have effective access to education and health care to achieve their full
potential

The views of the child mean that the voice of the child must be heard and respected in all matters
concerning his or her rights. For example, those in power should consult with children before making
decisions that will affect them.

The United Nations Convention on the Rights of the Child is an important agreement by countries who
have promised to protect children’s rights.

The Convention explains who children are, all their rights, and the responsibilities of governments. All
the rights are connected, they are all equally important and they cannot be taken away from children.

Discover the child-friendly version of the Convention on the Rights of the Child:

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The United Nations Convention on the Rights of the Child is an important agreement by countries who
have promised to protect children’s rights.

The Convention explains who children are, all their rights, and the responsibilities of governments. All
the rights are connected, they are all equally important and they cannot be taken away from children.

Discover the child-friendly version of the Convention on the Rights of the Child:

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Convention on the Rights of the Child: The children's version

1. Definition of a child

A child is any person under the age of 18.

2. No discrimination

All children have all these rights, no matter who they are, where they live, what language they speak,
what their religion is, what they think, what they look like, if they are a boy or girl, if they have a
disability, if they are rich or poor, and no matter who their parents or families are or what their parents
or families believe or do. No child should be treated unfairly for any reason.

3. Best interests of the child

When adults make decisions, they should think about how their decisions will affect children. All adults
should do what is best for children. Governments should make sure children are protected and looked
after by their parents, or by other people when this is needed. Governments should make sure that
people and places responsible for looking after children are doing a good job.

4. Making rights real

Governments must do all they can to make sure that every child in their countries can enjoy all the
rights in this Convention.

5. Family guidance as children develop

Governments should let families and communities guide their children so that, as they grow up, they
learn to use their rights in the best way. The more children grow, the less guidance they will need.
6. Life survival and development

Every child has the right to be alive. Governments must make sure that children survive and develop in
the best possible way.

7. Name and nationality

Children must be registered when they are born and given a name which is officially recognized by the
government. Children must have a nationality (belong to a country). Whenever possible, children should
know their parents and be looked after by them.

8. Identity

Children have the right to their own identity – an official record of who they are which includes their
name, nationality and family relations. No one should take this away from them, but if this happens,
governments must help children to quickly get their identity back.

9. Keeping families together

Children should not be separated from their parents unless they are not being properly looked after –
for example, if a parent hurts or does not take care of a child. Children whose parents don’t live together
should stay in contact with both parents unless this might harm the child.

10. Contact with parents across countries

If a child lives in a different country than their parents, governments must let the child and parents
travel so that they can stay in contact and be together.

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Available in:

English

Français

Español

‫العربية‬

中文

The United Nations Convention on the Rights of the Child is an important agreement by countries who
have promised to protect children’s rights.

The Convention explains who children are, all their rights, and the responsibilities of governments. All
the rights are connected, they are all equally important and they cannot be taken away from children.

Discover the child-friendly version of the Convention on the Rights of the Child:

DOWNLOAD TEXT [PDF]

RESOURCES KIT (LOGO AND ICONS)

Français | Español | ‫ | العربية‬中文

Convention on the Rights of the Child: The children's version

1. Definition of a child

A child is any person under the age of 18.

2. No discrimination

All children have all these rights, no matter who they are, where they live, what language they speak,
what their religion is, what they think, what they look like, if they are a boy or girl, if they have a
disability, if they are rich or poor, and no matter who their parents or families are or what their parents
or families believe or do. No child should be treated unfairly for any reason.

3. Best interests of the child

When adults make decisions, they should think about how their decisions will affect children. All adults
should do what is best for children. Governments should make sure children are protected and looked
after by their parents, or by other people when this is needed. Governments should make sure that
people and places responsible for looking after children are doing a good job.

4. Making rights real

Governments must do all they can to make sure that every child in their countries can enjoy all the
rights in this Convention.

5. Family guidance as children develop

Governments should let families and communities guide their children so that, as they grow up, they
learn to use their rights in the best way. The more children grow, the less guidance they will need.

6. Life survival and development

Every child has the right to be alive. Governments must make sure that children survive and develop in
the best possible way.

7. Name and nationality

Children must be registered when they are born and given a name which is officially recognized by the
government. Children must have a nationality (belong to a country). Whenever possible, children should
know their parents and be looked after by them.

8. Identity

Children have the right to their own identity – an official record of who they are which includes their
name, nationality and family relations. No one should take this away from them, but if this happens,
governments must help children to quickly get their identity back.

9. Keeping families together

Children should not be separated from their parents unless they are not being properly looked after –
for example, if a parent hurts or does not take care of a child. Children whose parents don’t live together
should stay in contact with both parents unless this might harm the child.

10. Contact with parents across countries

If a child lives in a different country than their parents, governments must let the child and parents
travel so that they can stay in contact and be together.

11. Protection from kidnapping

Governments must stop children being taken out of the country when this is against the law – for
example, being kidnapped by someone or held abroad by a parent when the other parent does not
agree.

12. Respect for children's views

Children have the right to give their opinions freely on issues that affect them. Adults should listen and
take children seriously.

13. Sharing thoughts freely

Children have the right to share freely with others what they learn, think and feel, by talking, drawing,
writing or in any other way unless it harms other people.

14. Freedom of thought and religion

Children can choose their own thoughts, opinions and religion, but this should not stop other people
from enjoying their rights. Parents can guide children so that as they grow up, they learn to properly use
this right.

15. Setting up or joining groups

Children can join or set up groups or organisations, and they can meet with others, as long as this does
not harm other people.
16. Protection of privacy

Every child has the right to privacy. The law must protect children’s privacy, family, home,
communications and reputation (or good name) from any attack.

17. Access to information

Children have the right to get information from the Internet, radio, television, newspapers, books and
other sources. Adults should make sure the information they are getting is not harmful. Governments
should encourage the media to share information from lots of different sources, in languages that all
children can understand.

18. Responsibility of parents

Parents are the main people responsible for bringing up a child. When the child does not have any
parents, another adult will have this responsibility and they are called a “guardian”. Parents and
guardians should always consider what is best for that child. Governments should help them. Where a
child has both parents, both of them should be responsible for bringing up the child.

19. Protection from violence

Governments must protect children from violence, abuse and being neglected by anyone who looks
after them.

20. Children without families

Every child who cannot be looked after by their own family has the right to be looked after properly by
people who respect the child’s religion, culture, language and other aspects of their life.
21. Children who are adopted

When children are adopted, the most important thing is to do what is best for them. If a child cannot be
properly looked after in their own country – for example by living with another family – then they might
be adopted in another country.

22. Refugee children

Children who move from their home country to another country as refugees (because it was not safe for
them to stay there) should get help and protection and have the same rights as children born in that
country.

23. Children with disabilities

Every child with a disability should enjoy the best possible life in society. Governments should remove all
obstacles for children with disabilities to become independent and to participate actively in the
community.

24. Health, water, food, environment

Children have the right to the best health care possible, clean water to drink, healthy food and a clean
and safe environment to live in. All adults and children should have information about how to stay safe
and healthy.

25. Review of a child's placement

Every child who has been placed somewhere away from home - for their care, protection or health –
should have their situation checked regularly to see if everything is going well and if this is still the best
place for the child to be.

26. Social and economic help

Governments should provide money or other support to help children from poor families.

27. Food, clothing, a safe home

Children have the right to food, clothing and a safe place to live so they can develop in the best possible
way. The government should help families and children who cannot afford this.

28. Access to education

Every child has the right to an education. Primary education should be free. Secondary and higher
education should be available to every child. Children should be encouraged to go to school to the
highest level possible. Discipline in schools should respect children’s rights and never use violence.

29. Aims of education

Children’s education should help them fully develop their personalities, talents and abilities. It should
teach them to understand their own rights, and to respect other people’s rights, cultures and
differences. It should help them to live peacefully and protect the environment.

5.Child protection is the safeguarding of children from violence, exploitation, abuse, and neglect. Article
19 of the UN Convention on the Rights of the Child provides for the protection of children in and out of
the home. One of the ways to ensure this is by giving them quality education, the fourth of the United
Nations Sustainable Development Goals, in addition to other child protection systems.
Child protection systems are a set of usually government-run services designed to protect children and
young people who are underage and to encourage family stability. UNICEF defines[1] a ‘child protection
system’ as:

the set of laws, policies, regulations and services needed across all social sectors – especially social
welfare, education, health, security and justice – to support prevention and response to protection-
related risks. These systems are part of social protection, and extend beyond it. At the level of
prevention, their aim includes supporting and strengthening families to reduce social exclusion, and to
lower the risk of separation, violence and exploitation. Responsibilities are often spread across
government agencies, with services delivered by local authorities, non-State providers, and community
groups, making coordination between sectors and levels, including routine referral systems etc.., a
necessary component of effective child protection systems.

6.To create a friendly, non-threatening classroom environment, here are some strategies gathered from
seasoned educators who create a warm and welcoming environment for their students every day.

You can start on creating an environment that is conducive to learning and maximizing student social
and academic growth in 10 easy steps:

Greet your students each day with enthusiasm. Find something positive to say as much as possible or as
much as time will allow for.

Provide students with time to share happenings, events, or items with you. Even if you set a certain time
frame aside each day for 3-5 students to share, it will help to create a friendly, warm, and welcome
environment. It shows them you care and it provides you with opportunities to learn about what is
important about each of your students.

Take the time on occasion to share something that is important to you. This could be the fact that your
own child took their first steps or that you saw a wonderful play that you would like to share with your
students. Your students will see you as a real and caring person. This type of sharing shouldn't be done
every day but rather from time to time.

Take time to talk about differences within the classroom. Diversity is everywhere and children can
benefit from learning about diversity at a very early age. Talk about varying cultural backgrounds, body
image, body types, talents, strengths, and weaknesses. Provide opportunities for your learners to share
their strengths and weaknesses. The child who may not be able to run fast may be able to draw very
well. These conversations always need to be held in a positive light. Understanding diversity is a lifelong
skill children will always benefit from. It builds trust and acceptance in the classroom.

Say no to all forms of bullying. There is no such thing as a welcoming, nurturing environment when there
is tolerance for bullying. Stop it early and make sure all students know that they should report bullying.
Remind them that telling on a bully is not tattling, it is reporting. Have a set of routines and rules that
prevent bullying.

Build activities into your day that support students working together and building rapport with one
another. Small group work and team work with well-established routines and rules will help in
developing a very cohesive environment.

Focus on the strengths when calling upon a student. Never put down a child for not being able to do
something, take some one-to-one time to support the child. When asking a child to demonstrate or
respond to something, be sure that the child is in their comfort zone and always capitalize on the
strengths. Showing sensitivity to each of your students is extremely important in protecting their
confidence and self-esteem.

Promote two-way respect. I can't say enough about two-way respect. Adhere to the golden rule, always
show respect and you will get it back in return.

Take time to educate the class about specific disorders and disabilities. Role play helps to develop
empathy and support among classmates and peers.

Make a conscientious effort to promote confidence and self-esteem among every student in the
classroom. Give praise and positive reinforcement that is real and deserved often. The more that
students feel good about themselves, the better they will be toward themselves and others.

7.Conflict is defined as a clash between individuals arising out of a difference in thought process,
attitudes, understanding, interests, requirements and even sometimes perceptions. A conflict results in
heated arguments, physical abuses and definitely loss of peace and harmony. A conflict can actually
change relationships. Friends can become foes as a result of conflict just as in the case of Tim and Joe.

A Conflict not only can arise between individuals but also among countries, political parties and states as
well. A small conflict not controlled at the correct time may lead to a large war and rifts among countries
leading to major unrest and disharmony.

Types of Conflict

In literature, fledgling writers learn that there are many different kinds of conflict that arise in literature.
One might see a plot that outlines the “man vs. man” scenario, and another might be “man vs. nature.”
When examining workplace conflict, one sees that there are four basic types, and they’re not terribly
different from those other conflicts you learned in freshman literature except that they all deal with
conflict among people. They are:

Intrapersonal
Interpersonal

Intragroup

Intergroup

Intrapersonal Conflict

The intrapersonal conflict is conflict experienced by a single individual, when his or her own goals, values
or roles diverge. A lawyer may experience a conflict of values when he represents a defendant he knows
to be guilty of the charges brought against him. A worker whose goal it is to earn her MBA might
experience an intrapersonal conflict when she’s offered a position that requires her to transfer to a
different state. Or it might be a role conflict where a worker might have to choose between dinner with
clients or dinner with family.

Interpersonal Conflict

As you might guess, interpersonal conflict is conflict due to differences in goals, value, and styles
between two or more people who are required to interact. As this type of conflict is between
individuals, the conflicts can get very personal.

Intragroup Conflict

Intragroup conflict is conflict within a group or team, where members conflict over goals or procedures.
For instance, a board of directors may want to take a risk to launch a set of products on behalf of their
organization, in spite of dissenting opinions among several members. Intragroup conflict takes place
among them as they argue the pros and cons of taking such a risk.

Intergroup Conflict

Intergroup conflict is when conflict between groups inside and outside an organization disagree on
various issues. Conflict can also arise between two groups within the same organization, and that also
would be considered intergroup conflict.

Within those types of conflict, one can experience horizontal conflict, which is conflict with others that
are at the same peer level as you, or vertical conflict, which is conflict with a manager or a subordinate.

8.Violence is the use of physical force so as to injure, abuse, damage, or destroy.[2] Other definitions are
also used, such as the World Health Organization's definition of violence as "the intentional use of
physical force or power, threatened[3] or actual, against oneself, another person, or against a group or
community, which either results in or has a high likelihood of resulting in injury, death, psychological
harm, maldevelopment, or deprivation."[4]

Violence is one of those epidemics that doesn’t respect limits or borders. Unfortunately, there are many
types of violence, and you can find it everywhere in the world. From the way that someone asks you for
or demands something, to the most bloody wars that take hundreds of lives. Even if you don’t directly
participate in the latter, you are a witness, which affects you on many levels.Sometimes it seems like we
are genetically designed to be aggressive. However, violence (a form of aggressiveness) is cultural. We
learn and reproduce it and, in turn, teach and validate it. But just as you can learn it, you can unlearn it
and stop the cycle.

To stop the cycle, one of the most important steps is to identify the different ways that violence
manifests itself. Next, we will talk about the most common types of violence.

1. Economic Violence

This type of violence is two-faced. One of them is direct and the other indirect. Direct economic violence
openly affects your goods or assets. This includes theft, scams, fraud, and anything that illegally or
unjustly affects your finances.

2.Political and institutional violence

Political violence includes whatever a political party might do that goes against your interests. When a
political party uses you as a tool that is also a case of political violence. For example, when you are a
contributor and victim of a corrupt political class.

Institutional violence has to do with mistreatment or abuse on the part of an institution. For example, if
you receive bad service that causes you harm in some way. Another example of this type of violence is
when medical institutions ignore or minimize your pain.

3. Sexual or gender violence

Even though we are in the 21st century, violence against women is still a problem. Not only that but in
some cases, it has increased. This type of aggression is gender-motivated. That means that men or other
women inflict violence on a woman because she doesn’t do what they want or demand of her.

Men are also victims of sexual and emotional violence. Women or other men can perpetuate this
violence. Sometimes men experience rejection or prejudice just because they are men. Unfortunately,
the reports of sexual abuse of children by women have risen.

4. Cultural Violence
Most marketing promotes a way of life that many people end up copying. Experts consider that
instituting this sort of hegemony is a type of violence. That’s because it feeds intolerance and contempt
for lifestyles or worldviews that don’t conform to the dominating stereotype.

5. Religious violence

There are many religious groups and sects today in the world fighting for power and followers. Some of
these, surely, are genuine expressions of faith. However, it’s also true that the true interest of the
leaders of many of these groups is financial. They are the ones who dictate and manage the
commandments of the faith, and they don’t hesitate to manipulate the hopes of their followers.

6. Cyber-bullying

With the advent of social media, we added another kind of harassment to our list of types of violence. In
one way or another, our new technology makes harassment easy because it provides anonymity to
cowards. Likewise, the laws in different countries about cyber-bullying aren’t particularly clear yet, so
lots of this violent behavior goes unpunished.

Also, everyone has the ability to save and share images. And many people take advantage of this
possibility. That leads to new forms of violence. One of them is that anyone can record a video of you
and upload it to social media. They can use your image as a joke or give the impression that some
isolated incident defines you as a person. By the time you figure it out, it’s possible that thousands of
people have already seen the images and come to their own, biased conclusions.

7. Information violence

The programming of so many media outlets includes a large amount of violent news. It would seem that
the more grisly the information, the greater the impact it has and the more viewers it attracts.
Sometimes when you open a newspaper or watch the daily news on TV, you get a whole slew of
information that skews your idea of reality.

The worst thing is that the media offer this type of news because there is a demand. In a way, the media
is used to the impact that this type of news causes. Because of that, the media is always on the hunt for
news stories that have a bigger impact than the last story. Pain, death, torture, and all sorts of horrible
things have turned into a spectacle.

9. Dialogue and mediation

are important tools to

address conflicts in a

Constructive manner.
These approaches are

employed both the

prevent and to resolve

Conflict, and can be

put into effect before,

during or following

violent conflict.

As an instrument, dialogue is

used to build relationships

among a wide group of actors. It

can be a tool to build consensus

among a group or to discuss divisive issues. It is also used to

extend the reach and impact of a

formal process through wider

participation.

Dialogue can be public, but often

takes place in private and

confidentially. The format can

range from one conversation to

initiatives that are conducted

over a longer period of time.

They can involve individuals, or

groups of communities, for

example in locally-led Peace

Courts where issues are resolved

Courts where issues are resolved

through dialogue.

Mediation is another tool used to

help resolve conflict and stop

violence from escalating -

involving bringing opposing

individuals or groups together to

find a solution. Mediation, often

conducted by a third party, can

play a crucial role in deescalating

conflict and in healing wounds

after division.

In a mediation, a mediator's

primary role is to act as a neutral

third party who facilitates

discussions between the

individuals or groups in dispute.

Community-based reconciliation

10. Collaborating Style: A combination of being

assertive and cooperative, those who

collaborate attempt to work with others to

identify ca solution that fully satisfies everyon

concerns. In this style, which is the opposite d

avoiding, both sides can get what they want

and negative feelings are minimized.

"Collaborating works best when the long-terr

relationship and outcome are important--for

example, planning for integrating two

departments into one, where you want the be

of both in the newly formed department," Dr.

Benoliel says.