Advocating for Children: National and International Contexts Paper (Term Paper Sample)

Advocating for Children: National and International Contexts
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Advocating for Children: National and International Contexts
Introduction
Children are usually affected politically, environmentally and culturally during their development and challenges are often different from both the national and international contexts. A child is a small being who has not yet fully grown and needs to be nurtured and cared for until they mature and be independent. Childhood on its part is associated with social connections, economy, history, religion and cultural background (Keenan, Evans and Crowley, 2016). Therefore, the childhood of a child is a social construct in relation to the invention of the society as it is shaped by cultural practices and norms. The document in this perspective attempts to illustrate in detail on the development of children both in the local and international point of view. The illustration is made effective through the incorporation of the political, environmentally and cultural attributes children. In addition, theories are utilized to debate on the discussion in a psychological perspective, hence making certain that facts are put forward and an understanding is attained as well.
Politically: In Western countries, bureaucracy is often used to define the primary stages of childhood. For instance, if a child begins school too early, it is perceived that it can damage their learning for life. Because of the aforementioned perception, the European Union nations make certain that children begin attending schools at the age of six years and above. The other countries are Northern Ireland at four years, Bulgaria, Finland and Poland at seven years. The difference in age attendance is based on the perspective that age five is associated with the 1872 policy. The policy of 1872 was practiced with the objective of getting as many children as possible from streets and permits their mothers to work effectively in factories (Penn, 2014). The indication from the illustration is that politics, and in this case the government institutions tend to have a lot of influence on the life of children. The government and its institutions are involved in the life of children both from a local and international perspective in relation to drafting their rights. Therefore, where rules are effective, the credit is associated with the governments as it is within their jurisdiction of ascertaining that not just children, but their citizens lives are protected (Penn, 2014). Protection in this case entails incorporation of rights that safeguard citizens from any type of harm or disregard in the society.