A research aimed to explore perceptions that children have of their own rights, and the extent these rights are accepted and their exercise enhanced in family life and at school is presented. It has been developed using three questionnaires: one administered to children, a second one to their parents and the third one to their teachers. The sample is composed of a total of 1614 subjects between 9 and 13 years old. Questionnaires were answered by a total of 1214 parents and 258 teachers. Data have been obtained through a double methodology. Quantitative analysis of results shows that an important amount of children don’t know what a right is and that there are some rights that they don’t assume as their own. Qualitative analysis stems the existence of many nuances when trying to justify the existence or not of an individual or collective right in front of concrete situations in daily life. Parents and teachers agree that some rights are not enough recognised in practise, despite disagreeing to what extent this is actually true. The results are applicable to the designing of positive actions in order to promote human rights in school contexts.
Children's rights from their own perspective, and their parents' and teachers.
GRIGNOLI, Daniela;MANCINI, Antonio;
2005-01-01
Abstract
A research aimed to explore perceptions that children have of their own rights, and the extent these rights are accepted and their exercise enhanced in family life and at school is presented. It has been developed using three questionnaires: one administered to children, a second one to their parents and the third one to their teachers. The sample is composed of a total of 1614 subjects between 9 and 13 years old. Questionnaires were answered by a total of 1214 parents and 258 teachers. Data have been obtained through a double methodology. Quantitative analysis of results shows that an important amount of children don’t know what a right is and that there are some rights that they don’t assume as their own. Qualitative analysis stems the existence of many nuances when trying to justify the existence or not of an individual or collective right in front of concrete situations in daily life. Parents and teachers agree that some rights are not enough recognised in practise, despite disagreeing to what extent this is actually true. The results are applicable to the designing of positive actions in order to promote human rights in school contexts.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
