1. 1 Foundation module 1 Understanding childhoods

2. 2 Section 1 Defining children and childhood Section 2 Child development Section 3 The impact of emergencies on children and families Section 4 Programming for resilience

3. 3 Section 1 Defining children and childhood Key learning points ● There is no universal definition of childhood; rather childhood is understood as a social and cultural concept. ● The CRC and other international instruments provide a normative framework which sets out basic standards and rights applicable to all children. ● Children and adolescents are not mini adults. They can be especially vulnerable because of their immaturity and dependence, but it is important also to recognise their potential and resilience. A child-centred situation analysis may be important in identifying and assessing the particular needs of children in particular situations. ● In many situations, it may be more useful to think of children in terms of their evolving capacities rather than by age. ● It is essential to understand one’s own personal experiences and beliefs about childhood, as these will influence what is considered normal and desirable.

4. 4 CRC Article 1 Establishes that ‘a child means every human being below the age of 18 years unless, under the law applicable to the child, majority is attained earlier.’ CRC Article 5 States parties shall respect the responsibilities, rights and duties of parents or, where applicable, the members of the extended family or community as provided for by local custom, legal guardians or other persons legally responsible for the child, to provide, in a manner consistent with the evolving capacities of the child, appropriate direction and guidance in the exercise by the child of the rights recognised in the present Convention.

5. 5 Section 2 Child development Key learning points ● Although development is a biological process, culture has a significant impact on how children’s development is understood. ● Children’s development is influenced by a range of factors including gender, disability, race, religion, poverty or wealth and family circumstance but also by factors beyond the family such as political, economic and social institutions. ● Childhood is a continuous, interlinked process marked by phases such as the transition to puberty.

6. 6 Rights holder Relationships between rights holder and duty bearer From Getting it right for children: A practitioners’ guide to child-rights programming. Save the Children, 2007

7. 7 Section 3 The impact of emergencies on children and families Key learning points ● Emergencies expose children to multiple risks that threaten their development. ● Reactions of children in emergencies will vary depending on their age and gender. ● Emergencies impact on such processes as children’s development of trust, competence and identity.

8. 8 Section 4 Programming for resilience Key learning points ● The notion of individual and community resilience, and the aim of strengthening protective and risk factors provide a basis for programming. ● Restoring normality is a prime concern for which STOP offers a useful programming framework. -Space -Trust -Opportunities (for play and expression) -Partnership with parents, carers and community ● Restoring opportunities for normality, such as establishing trusting relationships in safe places with predictable routines and also strengthening community networks is most beneficial for children and their families.