Sự tham gia của trẻ em trong các vấn đề liên quan đến bản thân

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Ngôn ngữ: vie

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Thông tin xuất bản: Tạp chí Thông tin Khoa học xã hội, 2020

Mô tả vật lý: tr.27-34

Bộ sưu tập: Metadata

ID: 312904

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Bài viết tập trung phân tích quan niệm của trẻ em về việc nghe lời người lớn
những rào cản trẻ em gặp phải khi bày tỏ ý kiến hay tham gia vào những hoạt động liên quan đến trẻ. Nhìn chung trẻ em đưa ra quan niệm không nhất thiết phải nghe lời người lớn trong mọi vấn đề liên quan đến bản thân. Những rào cản cản trở sự tham gia của trẻ em bao gồm cả yếu tố chủ quan và khách quan, xuất phát từ bản thân trẻ cũng như từ phía gia đình, nhà trường. Nhận thức và kỹ năng về sự tham gia của trẻ còn hạn chế, trẻ dành phần lớn thời gian cho việc học tập thay vì tham gia các hoạt động khác. Bên cạnh đó, phụ huynh chưa nhận thức hết được quyền tham gia cũng như ý nghĩa của sự tham gia của trẻ em vào các vấn đề liên quan đến chúng. Vẫn còn tồn tại sự giáo dục gia đình theo mô hình gia trưởng độc đoán, cha mẹ quyết định thay cho con cái những vấn đề của con. Từ phía nhà trường, thầy cô chưa thực sự hiểu và tạo điều kiện để trẻ em tham gia vào các hoạt động và thiếu một cơ chế an toàn để trẻ em bày tỏ ý kiến.The paper analyzes children‘s views of listening to adults as well as the barriers they face on expressing their opinions or participating in children-related activities. Children generally have the notion that they do not necessarily listen to adults in all matters related to them. Obstacles that hinder children‘s participation include both subjective and objective factors, arising from the children themselves as well as from the family, the school. The children’s awareness and skills about participation are limited as they spend most of their time studying instead of participating in activities. In addition, parents are not fully aware of children‘s rights to participate in issues related to them as well as its significance. The educational function of the family yet follows the patriarchal model in which parents make every decision in place of their children. As for school education, teachers do not really understand and facilitate children to participate in activities and there is a dearth of safety mechanism for children to express their opinions.

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