SAFETY AND SECURITY INTHE LEARNING ENVIRONMENT

INTRODUCTION

As future educators it is important to know and understand the rights and

other encompassing laws that protect the children. This module will focus on
the rights of children and the child protection policy of the Department of
Education

Specific Objectives:

At the end of the module the students are expected to:

1. Define child based on the definition given by the UN Convention on the

Rights of the Child
2. Enumerate and discuss the rights of children and young persons
3. Identify the current issues about young children today
4. Discuss the child protection policy
5. Understand the importance of child protection policy

THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD (UNCRC)

The United Nations Convention on the Rights of the Child (UNCRC) defines
the child as a person under 18 years of age. It acknowledges the primary role
of parents and the family in the care and protection of children, as well as
the obligation of the State to help them carry out these duties.

The UN Convention consists of 54 articles, each of which details a different

type of right. These rights are not ranked in order of importance; instead
they interact with one another to form one integrated set of rights. A
common approach is to group these articles together under the following
themes:

1. Survival rights: include the child's right to life and the needs that are most
basic to existence, such as nutrition, shelter, an adequate living standard,
and access to medical services.
2. Development rights: include the right to educationplay, leisure, cultural
activities, access to information, and freedom of thought, conscience and
religion.

3. Protection rights: ensure children are safeguarded against all forms of

abuse, neglect and exploitation, including special care for refugee children;
safeguards for children in the criminal justice system; protection for children
in employment; protection and rehabilitation for children who have suffered
exploitation or abuse of any kind.

4. Participation rights: encompass children's freedom to express opinions, to

have a say in matters affecting their own lives, to join associations and to
assemble peacefully. As their capacities develop, children should have
increasing opportunity to participate in the activities of society, in
preparation for adulthood.

The UN Convention includes four articles that are given special emphasis.
These are also known as general principles'. These rights are the bedrock for
securing the additional rights in the UN Convention.

 that all the rights guaranteed by the UNCRC must be available to all
children without discrimination of any kind (Article 2);
 that the best interests of the child must be a primary consideration in
all actions concerning children (Article 3);
 that every child has the right to life, survival and development (Article
6); and
 that the child's view must be considered and taken into account in all
matters affecting him or her (Article 12).

THE RIGHTS OF CHILDREN AND YOUNG PERSONS

Presidential Decree No. 603 dated December 10, 1974 provides the list of
Rights of Children and Young Persons. It aims at understanding children
better and for the Filipino teacher to be more aware of the children's rights.
The code contains provisions to understand and to help children better, and
it is important for every Filipino teacher to be cognizant of such rights.

Article 3: Right of the Child. All children shall be entitled to the rights herein
set forth without distinction as to legitimacy or illegitimacy, sex, social
status, religion, political antecedents, and other factors.
 (1)Every child is endowed with the dignity and worth of a human being
from the moment of his conception, as generally accepted in medical
parlance, and has, therefore, the right to be born well.
(2)Every child has the right to a wholesome family life that will provide
him with love, care and understanding, guidance and counselling, and
moral and material security. The dependent or abandoned child shall
be provided with the nearest substitute for a home.
(3)Every child has the right to a well-rounded development of his
personality to the end that he may become a happy, useful and active
member of society.

The gifted child shall be given opportunity and encouragement to develop

his special talents. The emotionally disturbed or socially maladjusted child
shall be treated with sympathy and understanding, and shall be entitled to
treatment and competent care. The physically or mentally handicapped child
shall be given the treatment, education and care required by his itparticular
condition.

(4)Every child has the right to a balanced diet, adequate clothing,

sufficient shelter, proper medical attention, and all the basic physical
requirements of a healthy and vigorous life.
(5)Every child has the right to be brought up in an atmosphere of morality
and rectitude for the enrichment and the strengthening of his
character.
(6)Every child has the right to an education commensurate with his
abilities and to the development of his skills for the improvement of his
capacity for service to himself and to his fellowmen.
(7)Every child has the right to full opportunities for safe and wholesome
recreation and activities, individual as well as social, for the wholesome
use of his leisure hours.
(8)Every child has the right to protection against exploitation, improper
influences, hazards, and other conditions or circumstances prejudicial
to his physical, mental, emotional, social and moral development.

9) Every child has the right to live in a community and a society that can
offer him an environment free from pernicious influences and conducive to
the promotion of his health and the cultivation of his desirable traits and
attributes.

(10) Every child has the right to the care, assistance, and protection of the
State, particularly when his parents or guardians fail or are unable to provide
him with his fundamental needs for growth, development, and improvement.
 11. Every child has the right to an efficient and honest government
that will deepen his faith in democracy and inspire him with the
morality of the constituted authorities both in their public and private
lives.
12. Every child has the right to grow up as a free individual, in an
atmosphere of peace, understanding, tolerance, and universal
brotherhood, and with the determination to contribute his share in the
building of a better world.

Article 4: Responsibilities of the Child. – Every child, regardless of the

circumstances of his birth. Sex, religion, social status, political antecedents
and other factors shall:

(1)Strive to lead an upright and virtuous life in accordance with the

tenets of his religion, the teachings of his elders and mentors,
and the biddings of a clean conscience;
(2)Family: Love, respect and obey his parents, and cooperate with
them in the strengthening of the
(3)Extend to his brothers and sisters his love, thoughtfulness, and
helpfulness, and endeavor with them to keep the family
harmonious and united;
(4)Exert his utmost to develop his potentialities for service,
particularly by undergoing a formal education suited to his
abilities, in order that he may become an asset to himself and to
society;
(5)Respect not only his elders but also the customs and traditions of
our people, the memory of our heroes, the duly constituted
authorities, the laws of our country, and the principles and
institutions of democracy;
(6)Participate actively in civic affairs and in the promotion of the
general welfare, always bearing in mind that it is the youth who
will eventually be called upon to discharge the responsibility of
leadership in shaping the nation’s future; and
(7)Help in the observance of individual human rights, the
strengthening of freedom everywhere, the fostering of
cooperation among nations in the pursuit of their common
aspirations for programs and prosperity, and the furtherance of
world peace.
CHILD PROTECTION POLICY

DepED Order No. 40, s. 2012

“POLICY AND GUIDELINES ON PROTECTING CHILDREN IN SCHOOL FROM

ABUSE, VIOLENCE, EXPLOITATION, DISCRIMINATION, BULLYING AND OTHER
FORMS OF ABUSE”

Statement of Policy

The policy aims to protect the child from all forms of violence that may be
inflicted by adults, persons in authority as well as their fellow students,
including bullying.

To provide special protection to children who are gravely threatened or

endangered by circumstances which affect their normal development and
over which they have no control. And to assist the concerned agencies in
their rehabilitation.

To ensure that such special protection from all forms of abuse and
exploitation and care as is necessary for the child’s well-being, taking into
account the primary rights and duties of parents, legal guardians, or other
individuals who are legally responsible and exercise custody over the child.

Zero tolerance for any act of child abuse, exploitation, violence,

discrimination, bullying and other forms of abuse.

The policy guidelines have listed down the specific acts that constitute child
abuse and violence which public and private schools’ cases used as a guide
in addressing this social problem.

Legal Bases

Section 3 (2) Article XV of the 1987 Constitution

The state shall defend the right of children to assistance, including proper
care and nutrition, and special protection from all forms of neglect, abuse,
cruelty, exploitation and other conditions prejudicial to their development.

Convention on the Rights of the Child (CRC)

Aims to protect children from all forms of physical or mental violence, injury
and abuse, neglect or negligent treatment maltreatment and exploitation,
including sexual abuse.

Definition of Terms

Child-refers to any person below eighteen (18) years of age or those over
but are unable to fully take care of themselves or protect themselves from
abuse, neglect, cruelty, exploitation or discrimination of physical or mental
disability or condition (RA 7610). Includes pupils or students who may be
eighteen (18) years of age or older but are in school.

Children in School- refers to bonafide pupils, students or learners who are

enrolled in the basic education system, whether regular, irregular, transferee
or repeater, including those who have been temporarily out of school, who
are in the school or learning centers premises or participating in school
sanctioned activities.

Pupil, Student or Learner-means a child who regularly attends classes in

any level of the basic education system, under the supervision of a teacher
or facilitator.

COVERAGE

 Children who are enrolled in the basic education system

 School Personnel
 School Head
 Teaching or Non-Teaching personnel
 School Visitor or Guest
 Media
 Suppliers or Bidders.
 Parents and Guardians, etc.

PROHIBITED ACTS:

 Abuse
 Violence
 Exploitation
 Discrimination
 Corporal Punishment
 Bullying
  Other Forms of Abuse

ANTI-BULLYING ACT OF 2013 ( Republic Act 10627)

Republic Act No. 10627, known as the Anti-Bullying Act of 2013, is a

Philippine law enacted to protect students in elementary and secondary
schools from bullying. Signed into law on September 12, 2013, it mandates
all public and private schools to implement policies that prevent and address
bullying within their institutions.

What is Bullying?

Bullying is defined as any severe or repeated use by one or more students of

written, verbal, electronic expressions, or physical acts directed at another
student that:

 Causes or places the student in reasonable fear of physical or

emotional harm or damage to property;
 Creates a hostile environment at school;
 Infringes on the rights of the student at school; or
 Disrupts the education process or the orderly operation of a
school.
 This includes physical bullying, verbal abuse, social exclusion,
and cyberbullying.

Bullying is committed when a student commits an act or a series of acts

directed towards another student, or a series of single acts directed
towards several students in a school setting or a place of learning, which
results in physical and mental abuse, harassment, intimidation, or
humiliation. Such acts may consist of any one or more of the following:

a. Threats to inflict a wrong upon the person, honor or property of

the person or on his or her family:
b. Stalking or constantly following or pursuing a person in his or her
daily activities, with unwanted and obsessive attention;
c. Taking of property:
d. Public humiliation, or public and malicious imputation of a crime
or of a vice or defect, whether real or imaginary, or any act,
omission, condition, status, or circumstance tending to cause
dishonor, discredit or expose a person to contempt;
 e. Deliberate destruction or defacement of, or damage to the
child’s property:
f. Physical violence committed upon a student, which may or may
not result to
g. Demanding or requiring sexual or monetary favors, or exacting
money or property, from a pupil or student; and
h. Restraining the liberty and freedom of a pupil or student.

2. Cyber-bullying is any conduct defined in the preceding paragraph, as

resulting in harassment, intimidation, or humiliation, through electronic
means or other technology, such as, but not limited to texting, email,
instant messaging, chatting, internet, social networking websites or
other platforms or formats.

“Other acts of abuse by a pupil, student or learner” refers to other serious

acts of abuse committed by a pupil, student or learner upon another pupil,
student or learner of the same school, not falling under the definition of
“bullying” in the preceding provisions, including but not limited to acts of a
physical, sexual or psychological nature.

POSITIVE DISCIPLINE

Positive discipline is an approach to teaching that helpschildren succeed,

gives them the information they need to learn, and supports their
development. It respects children’sright to healthy development, protection
from violence, and active participation in their learning.

Positive discipline is not about permissiveness, letting students do whatever

they want, or having no rules, limits or expectations.

Positive discipline is about long-term solutions that develop students’ own

self-discipline and their life-long learning. It is about clear and consistent
communication, and consistent reinforcement of your expectations, rules and
limits. Positive discipline is about teaching non-violence, empathy, self-
respect, human rights, and respect for others.
Positive discipline has five components:

1. Identifying your long-term goals

2. Providing warmth and structure
3. Understanding child development
4. Identifying individual differences
5. Problem-solving and responding with positive discipline

The foundation of positive discipline is child rights and pedagogical

principles.

1. Identifying your long-term goals

Teaching children all they need to learn in order to be successful in life is one
of the world’s most important jobs. But many teachers begin a new school
year without thinking about the impact they will have on their students’ later
lives.

The aim of education is to prepare students for success in their adult lives.
We can. Turn short-term challenges into opportunities to work towards our
long-term goals by teaching children how to manage stress, respect
themselves and others, and be successful learners.

2. Providing warmth and structure

Your long-term goals are your blueprints. They keep you focused on the
impact you want to have on your students. Achieving those goals requires
two tools warmth and structure.

Warmth

Warmth affects students academically, emotionally and behaviorally. As

teachers and adults, we are motivated to try, to learn from our mistakes, and
do better next time when we are supported by those around us. Students
also learn best when they feel respected, understood, trusted, and safe. A
warm classroom environment is the foundation for meeting your long-term
goals.

Teachers provide warmth to their students by supporting them in their

learning, showing interest in who they are, recognizing their efforts and
successes, and looking at situations from their students’ point of view.

Structure

Structure is the information and support that students need in order to

succeed academically and behaviorally. It givesstudents the tools they need
to solve problems when you are not present. Structure shows students how
to work out conflicts with other people in a constructive, non-violent way. It
also informs them about how they can succeed academically.

Teachers provide structure for their students by acting as positive role

models and mentors, explaining the reasons for rules, involving students in
setting rules, hearing students’ point of view, helping them find ways to fix
their mistakes in away that helps to learn, being fair, controlling anger, and
avoiding threats.

3. Understanding child development

Teachers are well aware that children change as they grow. Development is
an ongoing. Never-ending process. It is because children change that we are
able to teach them new information and new skills. All learning builds on
prior learning and forms a foundation for future learning.

But children do not learn in the same way at every age. Their ways of
thinking and understanding change, so the ways that we teach them must
change as well. To reach your long-term goals you need to provide warmth
and structure that are appropriate to your students’

Stage of development. Expectations need to match students’ abilities.

When we start to see the world through the eyes of a 6-year-old or a 13-year-
old, we can begin to understand the reasons for their behavior. Then we can
be more effective teachers.

a. Early childhood

Much of students development is invisible to teachers. Children’s

experiences beforeschool entry set the stage fortheir readiness to learn, their
motivation to learn, and their skills in social interaction.

It is important for teachers to consider and find out how a child’s preschool.
Experiences might have formed a self-concept that is expressed in his
attitudes toward learning andhis behavior in the classroom or in the
schoolyard.

b. Transition to school

Making the transition to school is a momentous event in a child’s life. It is

one of the biggest adjustments she will ever make. From a child’s
perspective, school is an entirely new world. It is in a new location, filled with
new children and newadults with new expectations. There are new schedules
and routines to follow. And, perhaps for the first time, the child is without her
parents or caregivers. This situation presents a tremendous challenge for the
child..

c. Early Primary (6- to 8-year-olds)

If the transition to school has been made successfully, children in the early
years of elementary/primary school are typically eager to learn and highly
motivated to master new challenges. They have an innate drive to
understand their world.

Children’s experiences in primary school set the stage for their success in
later years. At this time, teachers need to create a learning climate that is
supportive and encouraging, and that nurtures children’s motivation to learn.

d. Late Primary (9-to 12-year-olds)

By the late primary grades, children are able to solve problems mentally, so
their mathematical abilities progress quickly. They also become able to think
abouttheir own thinking (meta- cognition). This means that they can reflect
on how they learn, assess their strategies, and try out new ones.

Socially, children become focused on peer relationships. They form close

friendships and can experience intense conflict. In this stage, teachers need
to create a learning climate that fosters both academic and social
confidence.

e. Adolescence (13-to 18-year-olds)

Adolescence is a time of remarkable transformation. Youth are crossing the

bridge from childhood to adulthood, an amazing change seen in all areas of
their development.

Teachers need to help students develop a sense of right and wrong, and a
sense of responsibility and competence. Trust is important so are listening,
giving them clear and honest

4. Recognizing individual differences

While all children go through the same stages of development, they do so

within different environments, cultures, and with different personalities,
talents and abilities. Every class is made up of a group of individual students,
each with his or her own story. Teachers need to find out the different stories
in their classrooms. Each child arrives in the classroom with a unique set of
experiences that affects her. It is extremely important that teachers
understand the challenges each child faces and provide the support they
need.

For students who feel "different", a teacher who believes in them can make
the difference between their success and failure in school.

5.Problem solving

Sometimes students' behaviours can be mystifying to teachers. "Why won't

she stop talking?" "Why can't he just do his homework?"

Once a teacher has identified her long-term goals, understands the

importance of providing warmth and structure, understands child
development and recognizes the importance of individual differences, she
will have the information she needs to solve these challenges by responding
with positive discipline.

Remember that a student needs to feel respected, information, clear

expectations and structure. Discipline is not about punishment. It is not
always easy to respond constructively in challenging situations. Positive
discipline takes thought and practice.

Positive discipline can guide all teachers' interactions with their students, not
just the challenging ones. It also can guide their teaching of academic skills,
not just social and behavioral skills. It is important to think ahead and plan a
response. And practice, practice, and practice.