expository essay about children's rights

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Essay on Child Rights

We live in a society. When people have built a society, they made rules and laws for that society. Some laws and rules are made by the government, while others are made by the people who live in the country. This includes laws that are necessary for the healthy survival of humans. We have some rights that help us to live peacefully. Similarly, there are also some rights for children which are referred to as child rights. Today, we will discuss Child Rights in detail.

Short and Long Child Rights Essay in English

Here, we are presenting short and long short essays on Child Rights in English for students under word limits of 100 – 150 Words, 200 – 250 words, and 500 – 600 words. This topic is useful for students of classes 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 in English. These provided essays on Child Rights will help you to write effective essays, paragraphs, and speeches on this topic.

Child Rights Essay 10 Lines (100 – 150 Words)

1) Children have some basic human rights as adults which are referred to as child rights.

2) Every child has rights, irrespective of their age, race, gender, or where they were born.

3) Child rights are important for the physical and mental growth of children.

4) Rights to education, rights to survival, right health, etc are some child rights.

5) Child rights are essential to set up a good environment for children.

6) It is also important for the development of the nation.

7) In 1989, the United Nations Convention on Child Rights was passed.

8) Children are human beings who should have their rights.

9) Child rights are important to save children from exploitation.

10) We should protect child’s rights and fight issues like child labor and harassment.

Short Essay on Child Rights (250 – 300 Words)

Introduction

Even though there has been a lot of progress in the last few decades, millions of children still don’t have their basic rights. Terms like child labor, and harassment is getting common these days. Children also have the right to extra protection because they are more likely to be used or abused.

What is meant by Child Rights?

Child rights are the fundamental rights that are provided to every child for their proper growth and development. Children have the right to be with their parents and to have a human identity. They also have the right to physical protection, food, education, health care, and criminal laws that are right for their living. Children also have the right to equal protection of their civil rights and to not be treated differently because of their race, gender, sexual orientation, gender identity, religion, or color.

Need for Child Rights

When children’s rights are protected, they have a much better chance of growing up in society. During a war, a lot of children are hurt in big ways. Most of the time, children have to work in places that are very dangerous and unhealthy. They end up not being able to read or write, and they don’t have any skills. Because of this, they become criminals. These rights will protect them from the different kinds of abuse they might face in their lives.

Child rights are the human rights of children, with a focus on their rights to safety and opportunity. Like adults, they too have a life. People should follow the rules and care for child rights.

Long Essay on Child Rights (500 Words)

Every child deserves to have a full childhood, where they are cared for by their families and communities. They need an environment safe from violence, that gives them the chance to grow and do well like other kids. Surrounding majorly affects a child’s health and development. India has more than a billion people, and more than millions of them are children. It has more children than any other country. They are an important part of society. Like other humans, they also need some basic rights to live peacefully.

History of Child Rights

After World War I, the League of Nations, which would later become the UN, wrote the Universal Declaration of Human Rights. It included the rights to life, food, shelter, education, freedom of speech and religion, justice, and peace. In 1959, the “United Nations Declaration on the Rights of the Child” tried for the first time to make sure that children were safe from abuse. It came up with 10 principles. The UN Convention on the Rights of the Child was made in 1989, and many countries have signed it. This convention gives children a lot of different rights. This UN Convention on the Rights of the Child is very important for making sure children’s rights are respected.

Importance of Child Rights

Children are the world’s future. They are the ones who will be able to help the country grow and improve. So, it is important to protect the rights of every child. In many places, children have to deal with dirty places to live, bad health care, lack of safe water and housing, and damage to the environment. Because of all these things, children are left on the streets and don’t have a good place to live. They are the most vulnerable resource in the world. They can reach their fullest potential in a safe environment where children’s rights are respected. Therefore, they should have the right to a good education, good health, and good food.

What are Child Rights

The Convention on the Rights of the Child says that child rights are part of international law. It says that all children should be treated in a fair, equal, and dignified way. The UN General Assembly has made these rights universal claims, which means that anyone who discriminates against or hurts a child can be punished.

Some fundamental child rights are listed below:

Right to Education
Right to Survival
Right to Participation
Right to Development
Right to Health
Right to Protected from Violence
Right to a Family Life
Right to an Opinion
Right to be protected from Exploitation

Every child has a right to live on this Earth. Government has to make sure that children can use the rights they have. Moreover, we should also make sure that we do everything we can to protect the most vulnerable people in our communities. We can keep them safe from harm, child labor, and war. We can help them build a better future for themselves and for the upcoming generations.

I hope the above provided essays on Child Rights will be helpful in understanding the importance of child rights and the need to protect them.

FAQs: Frequently Asked Questions on Child Rights

Ans. Every year on 20 November, Child Rights Day is celebrated in India.

Ans. The United Nations (UN) Convention on the Rights of the Child defines a child as any person under the age of 18.

Ans. World Children’s Day is celebrated on 20 November every year.

Ans. There are many challenges to child rights like poverty, culture, environment, neglectful family, etc.

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Essay on Child Rights for Students in English [500+ Words]

January 3, 2021 by Sandeep

Essay on Child Rights: The sound development of a child in terms of physical, mental, emotional and social growth is the essential right of every child. Children can express their claim to these rights without any hesitation. Right to education is also a fundamental right, and these factors have been placed on world agenda tables. The UN General Assembly has adopted these rights as universal claims, and any form of discrimination/ violence against children can attract penal action against offenders.

Essay on Child Rights 500 Words in English

Below we have provided Child Rights Essay in English, suitable for class 3, 4, 5, 6, 7, 8, 9 & 10.

Child rights are the sub-category of human rights catering, especially to the children in terms of their health, education, recreation, family, etc. It also highlights their development and age-appropriate needs that change a passage of time. Three general principles foster all children’s rights,

Non-discrimination – under this, every child is treated equally and has a right to strengthen their potential at all times. For instance, every child will gain access to education irrespective of its gender, nationality, caste, disability or another status.

Opinion of the child – the child wants to be heard and understood; that’s why the voice of the children is pivotal in their overall development. For example, the parents or the elders of the house should take into consideration their children’s needs before making decisions that will further cause damage.

Right to inclusive education – A child with a disability should receive equal access to training and development without being neglected.

United Nation Convention has listed the below rights for the children who come under the age of 18. These rights embody the freedom of children, favourable family environment, leisure, education, health care and cultural activities.

Right to Survival

Right to live with respect.
Right to be born.
Right to have access to basic food, clothing and shelter.

Right to Protection

Right to be protected from violence.
Right to be protected from drugs.
Right to be protected from exploitation.
Right to be protected from abandon.

Right to Participation

Right to freedom of voice.
Right to freedom of expression.
Right to freedom to form an association.
Right to information.

Right to Development

Right to learn and explore.
Right to rest and play.
Right to seek education.
Right to overall development-emotional, physical and psychological.

Significance of Children’s Rights

Children’s are not a commodity or an item to be owned by the parents or the society, but an individual who possesses equal status as a member of the human race. They have their likes and dislikes, which assists them to harness their energy for future growth. Parents can love, care and nurture children through guidance and advice gradually. They need to be thrust towards independence continuously. The sense of accountability needs to be developed by providing necessary tasks so that they realize their value and voice.

The course of their progress determines the future of the children and the country as a whole. The devastating changes like climate change, globalisation, the disintegration of the family, mass migration, etc. affects children to a massive level crippling their identity and social welfare. In situations like armed conflict and other national emergencies, the conditions worsen. Children are vulnerable and susceptible to health risks. The repercussions of disease, malnutrition and poverty endanger their future potential.

They fall prey to sordid living conditions, poor health-care, lack of safe water and housing and environmental damage. Because of all these reasons, children are deprived of the proper home as they are left on the streets. Not only the government but also the citizens of the nation should take charge of enhancing their requirements and taking an initiative to bring change. It is paramount to show respect and appreciation towards children as it helps them to develop healthy mentally. By doing so, their personality is not disabled, and they feel part of society.

10 Lines on Child Rights

The declaration of Child’s Right was established in the year 1924.
The rights were formulated by saving the children founder, Eglantyne Jebb.
The most important rights are- survival, developmental, protection and participation rights.
It is an extension of human rights, especially for children below 18 years of age.
These rights emphasize on the age-appropriate needs.
The violation of the rights includes violence, poverty, and discrimination.
The United Nation Convention has further elaborated the rights for better understanding and knowledge.
Through these rights, the government is encouraging people to contribute through donations, adoption and sponsorship.
Also, these rights stress on having their opinion and say in every decision taken for their betterment.
The government, through its efforts, is urging people to be vigilant around what is happening and report if there is any violation regarding the rights of the children.

Home — Essay Samples — Life — Child — Convention on the Rights of the Child

Convention on The Rights of The Child

Categories: Child Children

About this sample

Words: 421 |

Published: Jan 4, 2019

Words: 421 | Page: 1 | 3 min read

The aims of education
The role of independent human rights institutions
HIV/AIDS and the rights of the child
Adolescent Health
General measures of implementation
Treatment of unaccompanied and separated children outside their country of origin
Implementing child rights in early childhood
The right of the child to protection from corporal punishment and other cruel or degrading forms of punishment
The rights of children with disabilities
Children’s rights in juvenile justice
Indigenous children and their rights under the UNCRC
The right of the child to be heard
The right of the child to freedom from all forms of violence.

Works Cited:

Abraham, T. (2020). The American Dream: Dead, Alive, or on Hold? The Journal of Social, Political, and Economic Studies, 45(4), 102-117. https://www.questia.com/library/journal/1P4-2415500693/the-american-dream-dead-alive-or-on-hold
Balko, R. (2019). The War on Drugs and the American Dream. In L. Rosenbaum (Ed.), Economic Liberties and the Judiciary (pp. 189-197). Springer.
Daniels, A. (2018). The American Dream: Is It Dead or Just Different? Cognella Academic Publishing.
Hsu, H. (2019). Immigrants and the American Dream: How the United States Became a Destination for International Migrants. ABC-CLIO.
Krauthammer, C. (2013). The American Dream: Dead, Alive, or on Hold? The American Interest, 8(4), 3-9. https://www.the-american-interest.com/2013/03/19/the-american-dream-dead-alive-or-on-hold/
Lewis, J. M. (2018). America's Dreams Deferred: The Broken Promise of the American Dream. ABC-CLIO.
Pew Research Center. (2019). Most Americans Say the Current Economic Situation is Helping the Rich, Hurting the Poor and Middle Class. https://www.pewresearch.org/politics/2019/06/25/most-americans-say-the-current-economic-situation-is-helping-the-rich-hurting-the-poor-and-middle-class/
Shank, R. (2017). The American Dream and the Power of Wealth: Choosing Schools and Inheriting Inequality in the Land of Opportunity. Routledge.
Shiller, R. J. (2012). The American Dream: Dead, Alive, or on Hold? Yale University Press.
Zogby, J. (2008). The Way We'll Be: The Zogby Report on the Transformation of the American Dream. Random House LLC.

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Children’s Rights: Global and Cultural View Essay

Global perspective, cultural perspective, personal reflection, reference list.

At first, it is necessary to focus on such an aspect as the right to “freedom from violence, abuse, hazardous employment, exploitation, abduction, or sale” since it can safeguard a child against various risks (Amnesty International, 2013). This is one of the issues that are poorly addressed by the governments of various countries. Certainly, the situation in various countries can differ significantly.

For instance, in European or the United States, governments have been able to resolve such problems as exploitation or hazardous employment (Amnesty International, 2013). However, even in these countries, children can become victims of both sexual and physical abuse. In turn, if one speaks about such countries struggling countries located in Africa or Asia, it is possible to argue that the situation is almost catastrophic since.

For example, according to the estimations made by the International Labor Organization (2012), approximately 1.8 million children living in Egypt can work long hours, and they can be exposed to various workplace hazards. These data indicate that the governments of various countries must work on the enforcement of the UN Charter.

Secondly, one can speak about the right to “free compulsory primary education” (Amnesty International, 2013). This is one of the areas in which the global community has achieved considerable successes. One can argue that industrialized countries have been able to enforce this provision of the UN Declaration.

In Europe and North America, this requirement is effectively enforced by the state. Moreover, this issue is effectively addressed in many Asian countries such as Japan, North Korea, or Singapore (OECD 2013, p. 165).

Nevertheless, one should not suppose that this right is universally reinforced. This problem is particularly urgent in African states, where children cannot attend or graduate from schools due to economic difficulties (UNICEF, 2013). Therefore, this issue should not be overlooked by international organizations because the deficiencies of primary education are one of the factors that hinder the development of African countries.

Furthermore, it is important to focus on such aspects as the right to express views as well as freedom of thought. One can say that this is one of the most overlooked provisions included in the UN Charter. Policy-makers in various states admit that children should have an opportunity to speak about their needs (Murdoch, 2012).

Moreover, they try to make sure that educators enable children to think critically and objectively (Australian Government, 2012, unpaged). Nevertheless, there are virtually no studies that can show whether this right is properly protected by the state. This is one of the main limitations that can be singled out.

When speaking about the rights of children in the United Arab Emirates, one can first say that the government of this state attempts to address various problems related to the rights of children (Gomaa, 2012). The public administrators admit they should focus more on the protection of rights. For example, they attach much importance to the provision of primary education to children.

For instance, they guarantee that children can have access to free primary education regardless of their nationality, gender, or, race (Gomaa, 2012, p. 12). Furthermore, they increase their spending on primary education. The only limitation is that the state cannot always enforce this requirement.

However, there is a significant problem which should not be disregarded. In particular, the country has failed to protect their children from hunger. In the UAE, approximately 14 percent of children suffer from malnutrition (Gomaa, 2012).

This is the most urgent problem on which they should concentrate now. To some degree, the failure to guarantee this right indicates at significant economic inequalities within this country. This is one of the points that can be made.

There are several surprising findings that attracted my attention during my research. First of all, there is a significant discrepancy between the declared policies of various governments and real actions. For instance, Conventions on the Rights of the Child has been ratified by 193 countries. However, in many of these states, the policy-makers do not do anything to reinforce these norms.

This is one of the details that can be identified. Moreover, I have been surprised by the fact that the United States is one of the two countries that have not ratified the UN Charter (Amnesty International, 2013). However, I think that the lack of this ratification does not imply that the U.S. government cannot safeguard the rights of children.

As a person, I can contribute to the promotion of human rights in several ways. First of all, it is possible for me to support those organizations that combat the trafficking and exploitation of children.

In my opinion, the efforts of such NGOs are important for the improvement of living conditions. Secondly, I can raise people awareness about various hazards to which children can be exposed. I believe that such activities are also necessary because the rights of children are not sufficiently discussed by the media.

Amnesty International. (2013). Convention on the Rights of the Child . Web.

Australian Government. (2012). Right to freedom of thought, conscience and religion or belief . Web.

Gomaa, F. (2012) Children Rights in the UAE . Web.

International Labor Organization. (2012). Working Children in Egypt: Results of the 2010National Child Labour Survey . Web.

Murdoch, J. (2012). Protecting the right to freedom of thought, conscience, and religion . Web.

OECD. (2013). Education at a Glance 2013 . Web.

UNICEF. (2013). Nigeria: Education . Web.

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In This Article Expand or collapse the "in this article" section Children’s Rights

Introduction, general overviews.

Anthologies
Reference Works
Liberationist Perspectives on Children’s Rights
Protection, or Caretaker, Approaches
Women’s Rights and Children’s Rights
Children’s Rights and Citizenship
Psychology and Children’s Rights
Children’s Views on Rights
Optional Protocols
Criticisms of Children’s Rights and the CRC
The CRC after Twenty-Five Years
Early Childhood
Rights to Participation
The Justice System
Children’s Rights in the Digital World
Australia and New Zealand
European Union
Latin America and the Caribbean
United States

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Children’s Rights by Heather Montgomery LAST REVIEWED: 11 January 2022 LAST MODIFIED: 11 January 2018 DOI: 10.1093/obo/9780199791231-0001

Children’s rights are an integral part of human rights; children have rights because they are human. This has been acknowledged and codified in national and international legislation, most notably in the United Nations Convention on the Rights of the Child (CRC; 1989). Children are also accorded additional rights because it is recognized that they are more vulnerable than adults and have less power and access to resources. In law, children’s rights apply to persons between the ages of newborn and eighteen, following Article 1 of the CRC. Although this article has come under criticism for imposing an arbitrary time frame on childhood and for ignoring other phases in the life cycle, such as adolescence, discussions of children’s rights are framed by these chronological boundaries. The study of children’s rights is a comparatively new topic of interest, but it has generated a great deal of controversy across several fields, including social policy, law, philosophy, anthropology, and sociology. It also has significant impact in fields such as health care, education, and welfare provision. Certain rights have been enshrined in law, yet there is still much debate over the moral rights of children—whether these rights do, or should, exist and who should safeguard them.

The topic of children’s rights has been approached from a number of different perspectives—most notably, legal and philosophical. The majority of the key texts in the field came out in the 1990s, when legislation, such as the United Nations Convention on the Rights of the Child (CRC), was coming into force. The debates and philosophical background to the issue are most fully discussed in Archard 2004 and updated in Archard 2015 . The essays collected in Freeman 2004 analyze the tensions between autonomy and dependence and examine why children should have particular rights and how they should best be implemented. These issues are picked up and summarized in a single article, Campbell 1992 . John 2003 argues for a change of emphasis such that children’s rights be seen in terms of power relationships and structural inequalities rather than protection. Liebel, et al. 2012 and Denov, et al. 2011 look at the impacts of international children’s rights legislation on children’s lives and at the difficulties of implementation and supporting the philosophies behind the CRC in practice, particularly in the developing world. Hanson and Nieuwenhuys 2012 acknowledges these problems and proposes a new conceptual framework, examining the difficulties and challenges of implementing children’s rights cross-culturally.

Archard, David. Children: Rights and Childhood . 2d ed. London and New York: Routledge, 2004.

The key academic text for understanding the philosophical and moral basis of children’s rights. Clearly written, and suitable for undergraduates and above, the text relates children’s rights to ideas about childhood, examining why children need particular rights and relationships among child, adult, and state. Also looks at issues of age-related competencies.

Archard, David. Children: Rights and Childhood . 3d ed. London and New York: Routledge, 2015.

While retaining much of the overview of the second edition, this edition has a new chapter on the impacts of the CRC and a great emphasis on children’s rights in practice.

Campbell, Tom D. “The Rights of the Minor: As Person, as Child, as Juvenile, as Future Adult.” International Journal of Law, Policy and the Family 6.1 (1992): 1–23.

DOI: 10.1093/lawfam/6.1.1

A concise but comprehensive look at the philosophical basis of children’s rights, asking what differentiates children and children’s rights from adults and their rights. The article discusses positive and moral rights and whether there is a contradiction between them. Also raises important questions of dependence and autonomy. Available online through purchase.

Denov, Myriam, Richard Maclure, and Kathryn Campbell, eds. Children’s Rights and International Development: Lessons and Challenges from the Field . New York: Palgrave Macmillan, 2011.

DOI: 10.1057/9780230119253

An edited volume that looks at the difficulties of implementing children’s rights in the developing world. It uses case studies from South Africa, Asia, and Africa to illustrate the problems of ensuring children’s welfare holistically. Useful for practitioners and undergraduates.

Freeman, Michael D. A., ed. Children’s Rights . 2 vols. Aldershot, UK, and Burlington, VT: Ashgate, 2004.

A collection of previously published scholarly articles that cover the key theorists from the early 1970s to 2003 in a variety of different disciplines, thereby showing the evolution in thinking on the subject. The text looks at arguments both for and against children’s rights and covers Europe, the United States, and the rest of the world.

Freeman, Michael, ed. The Future of Children’s Rights . Leiden, The Netherlands: Brill, 2015.

Containing updated essays by many of the same scholars as in Freeman 2004 , the essays in this edited book look at the progress made and the ways forward. Contains works by some of the most important scholars in the field.

Hanson, Karl, and Olga Nieuwenhuys, eds. Reconceptualizing Children’s Rights in International Development: Living Rights, Social Justice, Translations . Cambridge, UK: Cambridge University Press, 2012.

DOI: 10.1017/CBO9781139381796

A collection of essays edited by two key academics in childhood studies, with an excellent introduction that proposes a new conceptual framework for implementing children’s rights cross-culturally. Provides an overview of emerging issues and new ideas in the field.

John, Mary. Children’s Rights and Power: Charging Up for a New Century . Children in Charge. London and New York: Jessica Kingsley, 2003.

Concentrates on the issue of power in children’s relationships with adults and raises questions about how greatly children have been, or can be, empowered through rights. Using international case studies and examples, this book frames discussions of rights in terms of power and agency rather than autonomy or dependency.

Liebel, Manfred, Karl Hanson, Iven Saadi, and Wouter Vandenhole. Children’s Rights from Below: Cross-Cultural Perspectives . Studies in Childhood and Youth. London: Palgrave Macmillan, 2012.

DOI: 10.1057/9780230361843

Emphasizes the importance of cross-cultural understandings of children’s rights and of examining the differing contexts in which children live. Each chapter is written by an expert in the field, and this book is a vital starting point for understanding children’s rights in different parts of the world.

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How to talk persuasively about child rights

#fightunfair with these 8 useful tips.

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It starts with a conversation. Here are eight tips to have an informed and persuasive discussion with your friends, family and colleagues.

1. Start with the basics

There are four principles that guide the UN Convention on the Rights of the Child and also help in guiding our discussions.

Child rights are for absolutely every child, everywhere, without discrimination, bias or favouritism on any basis. No exceptions.
The best interests of children must be the main concern in any decisions that affect them.
Children have the right to live, survive and develop healthily.
We should always respect children’s opinions.

2. Know the difference between equity and equality

We often think of things being fair when everyone has the same. But actually, that’s not quite right.

Take this illustration. The situation on the left may be equal but it isn’t fair. Fair is when everyone – particularly those facing the most disadvantage – have what they need. That’s equity.

Equity matters because every child deserves a fair chance to survive, develop and reach their potential. These rights are enshrined in the UN Convention for all children, everywhere. It doesn’t matter where they live, what language they speak, whether they are boys or girls, what their religion or culture is, whether they have a disability or whether they are rich or poor.

A child’s opportunities in life shouldn’t be determined by things they can’t control.

The goal isn’t for everyone to be the same. It’s for everyone to have the same chance. We want equity-based policies to eliminate the unfair and avoidable circumstances that deprive children of their rights.

3. Before you talk, listen to children

Benjamin holds a sign saying "Every Child"

Children are experts in their own lives and experiences. They have the right to contribute to discussions that affect them and they often have valuable insights that just don’t occur to adults, so take the time to listen.

Ask the children in your life about what’s important to them and what they think about issues affecting young people.

4. Have some key facts up your sleeve

Here are five reasons the world is still a deeply unfair place for the most disadvantaged children:

One out of two children aged 2–17 years suffer some form of violence each year
1 in 5 children are missing out on school
Nearly half of all deaths in children under 5 are attributable to undernutrition
22.7 million children aren’t immunised against deadly diseases
In the last two years, more than 1 billion children were at risk of falling behind due to school closures aimed at containing the spread of COVID-19.

5. Prove that change is possible

Tremendous progress has shown that we can reduce inequities within and among societies. In recent decades the world has:

Cut child death rates by half;
Put over 90 per cent of children in primary school; and
Given 2.6 billion more people access to safe water.

Inequity is not inevitable.

6. Remember: children aren’t victims and we’re not heroes

Children can take an active role in shaping their own lives and the world around them so try to avoid language that creates distance between ‘us’ and ‘them’.

Our job isn’t to ‘save’ children or ‘give’ them a future. We’re allies who work together. It’s our job to protect and promote children’s rights and to support, strengthen and assist children and their communties in taking their own action.

7. Define children by their potential, not by their hardships

Words matter, so choose language that recognises the inherent value and dignity of children’s lives.

A girl fleeing Syria is so much more than a refugee or victim of trauma; she’s a survivor and she’s a student looking for a chance to learn again.

expository essay about children's rights

Children are more than labels.

Children are more than labels. #refugeecrisis #migrantcrisis

8. Talk about real people and real experiences

It’s only human that we relate to stories and faces more than numbers and facts.

If you want someone to be outraged by violence, give them the real words of child survivors.

If you want them to care about education, help them remember the little moments of fun, friendship and discovery that come with learning.

If you want to fight unfair, take every opportunity to share children’s stories with anyone who will listen.

Stay informed

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Essay on Child Rights

Students are often asked to write an essay on Child Rights in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Child Rights

Understanding child rights.

Child rights are fundamental freedoms that every child should enjoy. They include the right to life, education, health, and protection from harm. These rights are recognized by the United Nations and are meant to ensure that every child grows up in a safe, healthy, and nurturing environment.

Importance of Child Rights

Child rights are important because they ensure that children are treated with respect and dignity. They help safeguard children from exploitation and abuse. They also guarantee that children have access to basic services like education and healthcare.

Role of Society

Everyone in society has a role to play in upholding child rights. Parents, teachers, and government officials should all work together to ensure that children’s rights are respected and protected. This includes providing children with opportunities to learn, grow, and thrive.

Also check:

Speech on Child Rights

250 Words Essay on Child Rights

Introduction to child rights.

Child rights are the fundamental entitlements that every child should enjoy, regardless of their race, gender, religion, or socioeconomic status. These rights are enshrined in the United Nations Convention on the Rights of the Child (UNCRC), which serves as a universal standard for safeguarding the well-being of children.

The Four Pillars of Child Rights

The UNCRC outlines four primary aspects of child rights: survival, development, protection, and participation. Survival rights ensure children have access to basic necessities like food, shelter, and healthcare. Development rights encompass education, play, and leisure, facilitating holistic growth. Protection rights guard children against exploitation, abuse, and neglect. Lastly, participation rights empower children to express their views and be active contributors to society.

Current State of Child Rights

Despite global efforts, child rights violations persist. Poverty, conflict, and social inequality often result in inadequate access to education, healthcare, and safe living conditions. Child labour, trafficking, and exploitation are prevalent issues, particularly in developing nations.

Future Implications and Conclusion

Upholding child rights is crucial for sustainable development. A society where children’s rights are respected is likely to foster individuals who are healthy, educated, and capable of contributing positively to societal growth. It is imperative that governments, non-governmental organizations, and individuals collectively work towards creating an environment conducive to the realization of child rights. The fight for child rights is not just about the present, but also about securing a promising future for the next generation.

500 Words Essay on Child Rights

Introduction.

Child rights are fundamental freedoms and the inherent rights of all human beings below the age of 18. These rights apply to every child, irrespective of their race, religion, or abilities. The United Nations Convention on the Rights of the Child (UNCRC), adopted in 1989, is a comprehensive human rights treaty that enshrines specific child rights in international law. These rights, broadly categorized into survival rights, developmental rights, protection rights, and participation rights, form the basis of ensuring a healthy and fulfilled childhood.

Child rights are specialized human rights that consider the unique needs and vulnerabilities of children. They are guided by four fundamental principles: non-discrimination, the best interests of the child, the right to life, survival, and development, and respect for the views of the child. These principles aim to provide an environment where children are nurtured, protected, and empowered to become responsible adults.

Child rights are critical for the holistic development of a child. They ensure that children are given the necessary care and protection, and are free from violence, abuse, and neglect. They also guarantee that children have access to basic necessities such as education, health services, and a safe environment. These rights play a pivotal role in safeguarding the future of society as they lay the foundation for responsible citizenship and social development.

Challenges to Child Rights

Despite the universal recognition of child rights, numerous challenges hinder their implementation. Poverty, armed conflict, discrimination, and lack of access to education and healthcare are some of the significant obstacles. Child labor, child trafficking, and child marriage are grave violations of child rights that persist in many parts of the world. These challenges require concerted efforts from governments, civil society, and communities to tackle effectively.

Protecting Child Rights: The Way Forward

Protecting child rights requires a multi-faceted approach. Firstly, governments must enact and enforce laws that protect child rights and ensure that these laws are in line with international standards. Secondly, raising awareness about child rights among children, parents, and communities is crucial. Thirdly, establishing child-friendly systems and structures, such as child-sensitive courts and child-friendly schools, can significantly improve the realization of child rights.

Moreover, investing in quality education and healthcare, providing social protection measures, and combating poverty can significantly enhance the implementation of child rights. Encouraging child participation in decision-making processes that affect them can also empower children and make them aware of their rights.

Child rights are indispensable for the growth, development, and well-being of children. They are not just moral obligations or legal requirements but form the bedrock of a just and inclusive society. While significant strides have been made in recognizing and protecting child rights, much more needs to be done. It is only when every child can fully enjoy their rights that we can truly claim to uphold the principles of human dignity, equity, and justice enshrined in the concept of child rights.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Essay on Child
Essay on Child Abuse
Essay on Chhattisgarh

Apart from these, you can look at all the essays by clicking here .

Happy studying!

One Comment

The Child’s Right to Protection from Drugs

Damon barrett.

Faculty of Law, Stockholm University, Sweden, and Co-Director of the International Centre on Human Rights and Drug Policy, Human Rights Centre, University of Essex, UK.

Introduction

The UN Convention on the Rights of the Child (CRC) stands alone among the core UN human rights treaties in setting out a human right to protection from drugs. Article 33 provides that “States Parties shall take all appropriate measures, including legislative, administrative, social and educational measures, to protect children from the illicit use of narcotic drugs and psychotropic substances as defined in the relevant international treaties, and to prevent the use of children in the illicit production and trafficking of such substances.” 1 There are two points to note here; first, Article 33 contains two clauses: one relating to drug use and one to involvement in the drug trade. And second, the CRC is connected via Article 33 to the three UN drug control conventions: the Single Convention on Narcotic Drugs 1961 (“Single Convention”), the Convention on Psychotropic Substances 1971 (“1971 Convention”), and the Convention against Illicit Traffic in Narcotic Drugs and Psychotropic Substances 1988 (“Vienna Convention”). 2 These are the relevant international treaties to which the provision refers. In turn, the preamble of the Vienna Convention sets out, by way of justification for the provisions that follow, States parties’ deep concern that “children are used in many parts of the world as an illicit drug consumers market and for purposes of illicit production, distribution and trade in narcotic drugs and psychotropic substances, which entails a danger of incalculable gravity.” 3 This speaks to the issues of drug use and involvement in the drug trade addressed in Article 33. The CRC and the drug control system appear to hold consistent views: States have an obligation to protect children from drugs and concurrent obligations to control those drugs in certain ways. But are there deeper inconsistencies relating to theories and principles underpinning each regime?

The drug supply chain imperils children at each stage, from production to use. Children are harmed through drug use, parental drug dependence, drug-related violence, exploitation in trafficking, and a range of other ways. 4 But it is meaningless to simply say that children have the right to protection from drugs. What matters is what states do to implement that right, and unlike many other areas of child rights, implementing Article 33 requires action in a legal and policy area long characterized by considerable human rights risks. 5 It is plausible to ask whether the CRC serves to mitigate these risks or if it provides a child rights justification for the actions that generate them.

According to Anne Orford, law “is inherently genealogical…The past, far from being gone, is constantly being retrieved as a source or rationalisation of present obligation.” 6 This is not in itself a bad thing, but it becomes problematic when the original justifications for the creation of a regime have been forgotten, become irrelevant, or are now questioned, and where consequently the obligations in place are no longer suited to present conditions. This commentary looks to the development of the international drug control and child rights systems to ask questions about the origins of the child’s right to protection from drugs and how that history may affect present understanding of norms. It is an invitation to think critically not only about the drug conventions, but also about the role of child rights in relation to drug policy. It asks, by way of conclusion, whether a teleological approach to Article 33 may expose tensions between apparently complementary regimes.

A brief history of parallel systems and their convergence

The history of the development of the international drug control regime has been investigated at various times and from differing academic disciplines. 7 None of these investigations have focused explicitly on children and young people; indeed, most do not focus on them at all, focusing instead on the primary drivers of the creation of the regime. On the other hand, while there have been numerous articulations of the development of child rights in the 20 th century, the history of the recognition of the child’s right to protection from drugs in international law has not received sufficient attention. 8 The convergence between the drug control and child rights systems is therefore an important gap in the existing literature. I do not propose to provide a comprehensive history in this short commentary, but instead to offer some observations that might be reflected upon when considering how to approach the child’s right to protection from drugs today.

While there is a rich history leading to it, the Shanghai Opium Commission of 1909 is widely recognized as the genesis of the international control of drugs. During the proceedings, the Dutch delegation suggested that the prohibition of opium sales to children should be included in the final resolutions of the commission. 9 But the British delegate, Cecil Clementi Smith, provided an instructive response. This, he said, “has already been carried out…by every civilised country.” 10 In other words, it was too obvious to warrant inclusion as a new international norm. In the end, the commission made no mention of minors in its influential resolutions, and the Opium Convention of 1912, which made some of the Commission’s resolutions legally binding, also made no such mention, focused as it was on trade and supply.

An international obligation (outside of colonial possessions) to protect children from drugs was not agreed for another 80 years. This does not mean that concerns about drugs and children were absent in national debates. As Virginia Berridge records, as far back as the 1860s in the UK, “it was the dosing of children that first drew the attention of public health interests.” The majority of opium poisoning deaths at the time were among young children, especially babies under a year old. 11 In Canada, the Opium and Narcotic Drug Act 1911 was a response both to the recommendations of the Shanghai Commission and to a “cocaine panic, initiated by the Montreal Children’s Aid Society.” 12 But this kind of concern was not yet sufficient for international attention.

In 1919, the League of Nations was entrusted with mandates relating to both opium (and other drugs) and child welfare under Article 23(c) of its covenant. Two major international conventions on drugs were adopted in 1925 and 1931. 13 Children, minors, and young people are not mentioned in these conventions; they appear only in treaties of lesser scope adopted in the same years, and which refer to prohibitions of opium sales and smoking in colonial territories. 14 In 1936, the League of Nations adopted a treaty against drug trafficking, but it was very unpopular, reaching as it did too far into national sovereignty. 15 It also omitted mention of children unlike its counterpart, the Vienna Convention, adopted 50 years later.

In 1924, the League adopted the Declaration on the Rights of the Child, often seen as the birth of child rights in international law. It was a short document containing five major points, so did not get into the detail of specific social issues. 16 Even so, longer, more detailed drafts of this declaration that did address various minutiae also did not include drugs. 17 Indeed, throughout the League period, the work of the Committee on Child Welfare and the Opium Advisory Committee, though both in the same section, did not intersect. 18 Each had more pressing concerns.

Following World War II, the drugs and social mandates of the League were transferred to the United Nations through the Charter, along with a new human rights focus. The new General Assembly addressed drugs and children from its earliest sessions. In 1946, for example, UNICEF and the Commission on Narcotic Drugs were both established. But these issues remained separate. Three further protocols on drugs were adopted under the auspices of the UN in 1946, 1948, and 1953. 19 None referred to children or minors.

In 1959, the UN adopted the Declaration of the Rights of the Child. While expanded, and far more of a rights-based document than the welfarist 1924 version, it was also brief, and there is no reference to drugs. 20 There was, however, a major focus on drug control at the UN at the time: the patchwork of drugs treaties in place needed consolidation and the idea of a Single Convention on Narcotic Drugs was proposed in the late 1940s. After a decade of negotiation and three major drafts, the Single Convention was adopted in 1961. Children were not a focus in the drafting and do not appear in the final text. Indeed, issues relating to drug users of any age were rare in the negotiations. 21 The Single Convention remains the bedrock treaty of international drug control; subsequent treaties build upon it, and national drug laws are modelled upon it globally.

By the end of the 1960s, synthetic drugs were becoming a major concern at the UN and weaknesses in the Single Convention were identified. The Convention on Psychotropic Substances was adopted in 1971 to address the former concern, and the Protocol amending the Single Convention in 1972 to address the latter. Among other changes, the Protocol improved its provisions on drug treatment. Neither treaty focused on young people, however, outside of the inclusion of “education” among “measures against drug abuse” in article 38 of the amended Single Convention. By the early 1970s, then, and really by the early 1960s, the basic strategies and structures of international drug control were in place, and had been developed without reference to specific issues facing children or what this might mean for legal obligations and related responses on the ground.

Unlike the Single Convention, the negotiations of the 1971 and 1972 agreements did include discussion of the threat to young people, albeit in passing. Indeed, it is at this time that we see children entering into drug diplomacy for the first time. The first UN General Assembly resolution focusing on the threat drugs pose to children was adopted in 1971 at a time, when General Assembly resolutions on drugs in general changed in tone and content from being technical and administrative to being more threat-based. 22 The threat to mankind and “especially youth” starts to appear more often. 23

During the 1980s, we see the parallel development of the CRC and the Vienna Convention. In 1979, to mark the 20 th anniversary of the Declaration of the Rights of the Child, a working group of the Commission on Human Rights was established to begin drafting a new Convention on the Rights of the Child. China presented the first draft provision relating to drugs in 1982, but it was not discussed at the time. 24 The first draft of the Vienna Convention was submitted in 1984, and its preamble included the threat to youth as a component of the view that drug trafficking was a crime against humanity. 25 That year, a Declaration on the Control of Drug Trafficking and Drug Abuse had been adopted, again expressing the threat to youth. 26 In 1986, after two further suggested drafts, the working group on the CRC finally discussed the drugs provision, coming back to it again for technical review with the UN drug control program in 1988. 27 Article 33 was ultimately adopted with very little discussion or debate, compared with many other articles in the treaty. 28 The General Assembly adopted the CRC in 1989.

The General Assembly adopted the Vienna Convention in 1988, bringing into international law many aspects that were not possible in 1936. In its preamble, the Convention lays out the threat to children, and substantive provisions deal with aggravating circumstances for increased penalties to meet that threat. 29 Both treaties entered quickly into force in 1990.

Critical reflections on the right to protection from drugs

The above is just a sketch, but from it we can make some observations to spur debate around Article 33 of the CRC and its relationship to drug law and policy.

First, the concurrent drafting of the CRC and the Vienna Convention illustrates the political environment from which the right to protection from drugs emerged. As we have seen, the concept of drugs as a threat to children first appears in international discourse in 1971. Most working in drug policy recognize the importance of that year: President Nixon declared drugs as public enemy number one, beginning the “war on drugs” as we now know it. In the years that followed, the narrative of threat became more prominent in drug diplomacy. 30 By the late 1980s, when the CRC and Vienna Convention were adopted, “crack baby” scares and the Just Say No campaign of the Reagan era were prominent. The war on drugs was at full steam. It is at this stage that drug control and child rights law converge on the international stage for the first time, in the form of new obligations in a drugs treaty, and a new human right.

Second, the protection of children was an expost facto justification for a system that was already long in place, and a reason to ramp up its severity if drug use among young people was worsening over time, this was despite the regime that had been put in place. This raises an important question: If the legal architecture for drug control had never been built in this form, but the child’s right to protection from drugs had still been agreed, would we necessarily develop the same drug control system to realize that right? Some States parties to the CRC, after all, have not ratified the drugs conventions. Some may well denounce them in future. The CRC creates obligations independent of the drugs conventions. So what, in other words, does the child’s right to protection from drugs add, independent of its apparent connection to the those treaties? 31

This leads to a third observation. While drugs entered into international human rights law through what is rightly recognized as a milestone in the development of child rights, this seems to have been done with little discussion as to what it meant in practical terms for children to have a human right to protection from drugs. Meanwhile, children entered into international drug control law via the most punitive and repressive drugs treaty to date, a characterization justified by its own terms. Despite their apparent coherence, the CRC and the drugs conventions are different kinds of laws. The former is a rights document. The latter put in place a system of market control and transnational criminal law with very little regard for human rights. The case of incitement illustrates the importance of this basic difference. In the drafting of the CRC, incitement to become involved in the drug trade was rejected. 32 But it was included in the Vienna Convention at around the same time. 33 It was easier, in effect, to include a measure raising clear freedom of expression concerns and other legal problems in a treaty the drafters knew contained elements that could be unconstitutional for some states, than in one focused on protecting human rights. 34

There could be two possible effects of this convergence of different kinds of laws: drug control could be pulled towards child rights and tempered by it, or child rights could be pulled more towards drug control and equated with it. This reflects an ongoing disagreement among NGOs and researchers about Article 33. Some see the CRC as an important check on state actions in drug control. 35 Others see it as a child rights confirmation of the existing drug control apparatus, with the concurrent development of the Vienna Convention and the CRC providing support for this view. 36 Given the human rights risks associated with drug control, this is a serious debate for child rights scholars and advocates. Protecting children from drugs will be carried out in the context of drug policies, not some abstract realm of child rights implementation. If the right to protection from drugs is merely a child rights stamp on existing drug policies, then Article 33 of the CRC is arguably part of the human rights risk presented by international drug control laws. As I have set out elsewhere, there is evidence that this is how states have seen this right, and that there has been little resistance to it. For example, States parties have consistently included incitement laws in their periodic reports to the Committee on the Rights of the Child, and the Committee has welcomed and encouraged such laws. In this way, a measure that has been put in place pursuant to the Vienna Convention has translated into child rights compliance uncritically, and after the fact. Further evidence from the periodic reporting process under the CRC shows that more than half of states that retain the death penalty for drug offenses have reported such laws as part of their implementation of Article 33. The Committee has never challenged it. 37

The UN drug control system is an example of the past being retrieved as rationalization for present obligations. We see it in celebrations of the centenaries of the Opium Commission and the Opium Convention. 38 That history, proudly remembered, reinforces commitment to present norms , through which, according to celebratory resolutions, “great progress” has been made. 39 But this system was developed without children in mind, whereas the CRC was developed precisely because of the differences in approaches needed for children’s rights and the issues they face. So can that (legal) past be retrieved legitimately to underpin a child’s right to protection from drugs, or do we require a new beginning that starts with child rights theories and approaches? This is important because if the child has a positive right to protection from drugs, agreed by 196 States parties, and if we take child rights seriously at all, then they have the right to drug control of some sort. The question is whether Article 33 provides the imprimatur of child rights to an existing system developed without attention to children’s needs or rights, or whether it can be employed to ask searching questions of that system.

I conclude, therefore, with an empirical challenge rooted in an aim of Article 33. States parties must take appropriate measures to prevent the use of children in the illicit drug trade. So we may ask: Does the criminalization of the drugs market decrease or increase opportunities for the exploitation of children in the drugs trade? If the answer is that it increases such opportunities, Article 33 is being directly countered. By this teleological reasoning, Article 33 and the drugs conventions would be far from complementary, as their texts and the historical concurrence of the Vienna Convention and the CRC may suggest. They would instead be in conflict in a way that goes to the core strategy of the drug control system.

Essay on Children’s Rights Movement

The Children’s Rights Movement is a global movement that advocates for the rights and welfare of children. It emerged in response to the need for protecting children from exploitation, abuse, and neglect, and ensuring their holistic development.

Throughout history, children have often been vulnerable to neglect, exploitation, and maltreatment. The Children’s Rights Movement gained momentum in the 19th and 20th centuries as societies recognized the need to address the specific needs and rights of children.

The movement’s primary objectives include protecting children from exploitation and abuse, ensuring access to quality education, promoting health and well-being, and empowering children to participate in decisions that affect their lives.

To achieve these objectives, the Children’s Rights Movement employs various strategies. Advocacy and lobbying efforts raise awareness and influence policies and legal protections for children. Grassroots mobilization, community-based initiatives, and collaborations with organizations and government agencies drive change at the local level. Research and data shape evidence-based policies and interventions.

The impact of the Children’s Rights Movement is evident globally. The United Nations Convention on the Rights of the Child (UNCRC) sets out the fundamental rights of children and has been ratified by the majority of countries. Legal and policy reforms have been implemented to protect children’s rights, address issues like child labor and abuse, and promote inclusive education, healthcare, and social protection.

The movement has also fostered a shift in societal attitudes towards children. It has increased awareness of investing in children’s well-being and empowerment. Children are now encouraged to be active agents in their own lives, with their participation and voices amplified in decision-making processes.

In conclusion, the Children’s Rights Movement plays a vital role in advocating for the well-being and empowerment of children globally. Through its efforts, legal reforms, policy changes, and shifts in societal attitudes have taken place, ensuring that children’s rights are respected, protected, and upheld. As the movement continues to evolve, it remains a powerful force in securing a brighter future for children worldwide.

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How to write an expository essay

How to Write an Expository Essay | Structure, Tips & Examples

Published on July 14, 2020 by Jack Caulfield . Revised on July 23, 2023.

“Expository” means “intended to explain or describe something.” An expository essay provides a clear, focused explanation of a particular topic, process, or set of ideas. It doesn’t set out to prove a point, just to give a balanced view of its subject matter.

Expository essays are usually short assignments intended to test your composition skills or your understanding of a subject. They tend to involve less research and original arguments than argumentative essays .

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When should you write an expository essay, how to approach an expository essay, introducing your essay, writing the body paragraphs, concluding your essay, other interesting articles, frequently asked questions about expository essays.

In school and university, you might have to write expository essays as in-class exercises, exam questions, or coursework assignments.

Sometimes it won’t be directly stated that the assignment is an expository essay, but there are certain keywords that imply expository writing is required. Consider the prompts below.

The word “explain” here is the clue: An essay responding to this prompt should provide an explanation of this historical process—not necessarily an original argument about it.

Sometimes you’ll be asked to define a particular term or concept. This means more than just copying down the dictionary definition; you’ll be expected to explore different ideas surrounding the term, as this prompt emphasizes.

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An expository essay should take an objective approach: It isn’t about your personal opinions or experiences. Instead, your goal is to provide an informative and balanced explanation of your topic. Avoid using the first or second person (“I” or “you”).

The structure of your expository essay will vary according to the scope of your assignment and the demands of your topic. It’s worthwhile to plan out your structure before you start, using an essay outline .

A common structure for a short expository essay consists of five paragraphs: An introduction, three body paragraphs, and a conclusion.

Like all essays, an expository essay begins with an introduction . This serves to hook the reader’s interest, briefly introduce your topic, and provide a thesis statement summarizing what you’re going to say about it.

Hover over different parts of the example below to see how a typical introduction works.

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

The body of your essay is where you cover your topic in depth. It often consists of three paragraphs, but may be more for a longer essay. This is where you present the details of the process, idea or topic you’re explaining.

It’s important to make sure each paragraph covers its own clearly defined topic, introduced with a topic sentence . Different topics (all related to the overall subject matter of the essay) should be presented in a logical order, with clear transitions between paragraphs.

Hover over different parts of the example paragraph below to see how a body paragraph is constructed.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

The conclusion of an expository essay serves to summarize the topic under discussion. It should not present any new information or evidence, but should instead focus on reinforcing the points made so far. Essentially, your conclusion is there to round off the essay in an engaging way.

Hover over different parts of the example below to see how a conclusion works.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

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An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

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Human Rights Essay for Students and Children

500+ words essay on human rights.

Human rights are a set of rights which every human is entitled to. Every human being is inherited with these rights no matter what caste, creed, gender, the economic status they belong to. Human rights are very important for making sure that all humans get treated equally. They are in fact essential for a good standard of living in the world.

Moreover, human rights safeguard the interests of the citizens of a country. You are liable to have human rights if you’re a human being. They will help in giving you a good life full of happiness and prosperity.

Human Rights Categories

Human rights are essentially divided into two categories of civil and political rights, and social rights. This classification is important because it clears the concept of human rights further. Plus, they also make humans realize their role in different spheres.

When we talk about civil and political rights , we refer to the classic rights of humans. These rights are responsible for limiting the government’s authority that may affect any individual’s independence. Furthermore, these rights allow humans to contribute to the involvement of the government. In addition to the determination of laws as well.

Next up, the social rights of people guide the government to encourage ways to plan various ways which will help in improving the life quality of citizens. All the governments of countries are responsible for ensuring the well-being of their citizens. Human rights help countries in doing so efficiently.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Human Rights

Human rights are extremely important for the overall development of a country and individuals on a personal level. If we take a look at the basic human rights, we see how there are right to life, the right to practice any religion, freedom of movement , freedom from movement and more. Each right plays a major role in the well-being of any human.

Right to life protects the lives of human beings. It ensures no one can kill you and thus safeguards your peace of mind. Subsequently, the freedom of thought and religion allows citizens to follow any religion they wish to. Moreover, it also means anyone can think freely.

Further, freedom of movement is helpful in people’s mobilization. It ensures no one is restricted from traveling and residing in any state of their choice. It allows you to grab opportunities wherever you wish to.

Next up, human rights also give you the right to a fair trial. Every human being has the right to move to the court where there will be impartial decision making . They can trust the court to give them justice when everything else fails.

Most importantly, humans are now free from any form of slavery. No other human being can indulge in slavery and make them their slaves. Further, humans are also free to speak and express their opinion.

In short, human rights are very essential for a happy living of human beings. However, these days they are violated endlessly and we need to come together to tackle this issue. The governments and citizens must take efforts to protect each other and progress for the better. In other words, this will ensure happiness and prosperity all over the world.

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Expository Writing for Elementary School Children

When your children come home from school with an expository writing assignment, your first thought as a parent might be, "Huh?" Expository writing is the moniker given to the kinds of writing assignments that simply used to be known as a report. And as such, expository writing, or writing reports, is simultaneously probably the most straightforward and the most challenging kind of assignments that kids will get in elementary school.

Understanding Expository Writing

The ability to write in an expository manner is a component of many careers, and as such, it's an important skill for your child to master.

Expository writing is used to describe, explain, define, or otherwise inform a reader about a specific subject. It’s devoid of opinion or unnecessary descriptive language.

Young students are typically taught to prepare expository writing by following a five-step model. For children just learning to organize their thoughts and write them down, the steps may consist of sentences. Older children may use paragraphs.

The first sentence or paragraph of an expository writing assignment will convey the main idea of the piece. If it's a paragraph, it should include a topic sentence that conveys the thesis clearly, without taking a position or resorting to opinion. The following three sentences or paragraphs will contain supporting details to buttress the main idea. The fifth sentence or paragraph will provide a summary of the piece, or conclusion, often restating the thesis or main idea.

Why It's a Challenge for Students

Unlike other writing assignments that children may get in school, which are designed to inspire them to use words and grammar in a proper fashion, the expository writing assignment has an overarching goal in addition to correct grammar and spelling.

Expository writing provides a challenge to the student because they must be able to organize their thoughts, follow a plan, and in higher grades, conduct research to support their thesis. Fulfilling these kinds of goals, in addition to spelling and using grammar correctly, asks children to think on multiple levels.

In particular, children who may be adept at grammar and spelling may struggle with conveying their thoughts in an organized fashion.

Younger children can be introduced to expository writing simply by having them write journalistically without forming opinions. The teacher might bring in a box of unfamiliar objects and ask students to describe them in writing. Descriptive writing is a great way to start students writing in a neutral tone. Children could compare opposites in writing , describing a summer day's activities versus a winter day's.

For older children, the time-honored book report is a classic exercise in expository writing. Students choose a book and craft a thesis about or a position on it. A topic sentence might identify what kind of book it is, or the kinds of readers for whom the book may be of interest and why. Subsequent sentences back up this assertion.

One good way to help older kids in their use of expository writing is to remind them to address the who, what, when, where, and why of the topic they've chosen. All five components may not always apply, but remembering to think about each of these aspects can help students write a compelling report.

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Expository Essays

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The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students’ need to understand and produce them.

What is an expository essay?

The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.

Please note : This genre is commonly assigned as a tool for classroom evaluation and is often found in various exam formats.

The structure of the expository essay is held together by the following.

A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.

Body paragraphs that include evidential support.

Each paragraph should be limited to the exposition of one general idea. This will allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

Evidential support (whether factual, logical, statistical, or anecdotal).

Often times, students are required to write expository essays with little or no preparation; therefore, such essays do not typically allow for a great deal of statistical or factual evidence.

A bit of creativity!

Though creativity and artfulness are not always associated with essay writing, it is an art form nonetheless. Try not to get stuck on the formulaic nature of expository writing at the expense of writing something interesting. Remember, though you may not be crafting the next great novel, you are attempting to leave a lasting impression on the people evaluating your essay.

A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students will inevitably begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of the Great Depression and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the exposition in the middle of my second point, questions would arise concerning the current effects on those who lived through the Depression. Therefore, the expository essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph Essay

A common method for writing an expository essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of:

an introductory paragraph
three evidentiary body paragraphs
a conclusion

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The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.

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Children’s Rights by Heather Montgomery LAST REVIEWED: 11 January 2022 LAST MODIFIED: 11 January 2018 DOI: 10.1093/obo/9780199791231-0001

How to talk persuasively about child rights

1. Start with the basics

2. Know the difference between equity and equality

3. Before you talk, listen to children

4. Have some key facts up your sleeve

5. Prove that change is possible

7. Define children by their potential, not by their hardships

8. Talk about real people and real experiences

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Human Rights Essay for Students and Children