A position appreciation paper in which the Solidarity Association for Childhood Care examines the human reality experienced by the children of Lebanon
Do Children Effectively Add to Media Business? Samih Zureikat, TV producer. Since 24 or 25 years, a huge part of our business is kids' production. I began my life as a composer, decided to work with children, and made handfuls out of hymns for kids. I was also an irritating member in the Song Festival for the Arab Child, that was held in Jordan with the participation of all Arab nations. In more than one meeting, I participated and was the winner of the second prize in the Arab world by composing for children. The title of the mediation is as of now an inquiry that needs an answer: (Do Children Effectively Add to Media Business?). I think the appropriate answer is yes and no. Children effectively add to media business through their torment, they have become the subject of numerous movies and news reports, a material covered by the media and on which to base its projects, all of which unfortunately lead to suffering, since they are survivors of wars, neediness, and obliviousness, and I don't think that this is the ideal participation of Children cooperation in the media. The second answer is no. For sure, children within recent memory don't effectively add to making their media in the positive way required. I don't feel that they take part, and the statistics have demonstrated that. We consider the projects offered or the support of children in the projects that worry them are not very many, and the kids' projects are not many. Children are in a world generally drawn for them by grown-ups. The grown-ups are the ones who plan for them, so it is feasible for them to characterize their activities and make their lives for them. The Absence of expressing opinion and articulation, the little space of opportunity for kids, and furthermore motivating participation and the accessibility of proper conditions is something, and backing them with genuine practices, is something else. The absence of information for children about their rights likewise lessens participation, just as the shortfall of imaginative works - as we referenced - that permit huge spaces for kids to take part and speak with them viably, as projects and creative chips away at which kids are the pillar are not many. If we take a look at our channels in the Arab world, like administrative or satellite or local TVs, where the vast majority of the TVs put kids' programs which are normally cartoon films, as referenced in the report, all of which contain customs and practices that are intrinsically strange to our current culture, our religion, and what we like to develop in the hearts of our kids. . Are Children needed to add to their media industry, or are they recommended to discover the ideas and the teachings of what is introduced to them? Is the child's participation in artistic works for the sake of simplifying the meaning and the simplicity of the advantage or benefit? This may happen when the child is in the same age group of the recipient. Yet, we know that using children in such works is to raise the watching rates and in turn double the profit of the TV shows. Another legitimate question might be: "Are those shows directed to Children or to adults?" We can't deny that the participation of Children in creative works is a basic part of creativeness, yet the criminalization of this stems from the way that there are individuals who will say "no", given that there are negatives in the children's cooperation. In case it is condemned, it is an assault on the opportunity of creativeness, but simultaneously, you should take into consideration social principles. Your utilization of a method for attraction, and the absence of a decent creative setting is the very crime. Recently, the Child's job in the media business is through his dynamic participation in the programs that are introduced to him and his peers, through participation in the production of the program. It is possible for him to be inside the work group, either as a program moderator or member, or as indicated by the sections of the projects that exist, so he is an inner or member through his collaboration with these works by watching them, understanding what is introduced to him, and applying them in his community and environment. I believe that we agree on the second part, that is, Child's watching of the work and interacting with it, yet the first part brings up issues and witnesses the difference in thoughts between adversaries and allies, which is: Does the child take part in the artistic TV and theater work? With the diverse artistic domains, scientists and people tackling the childhood issues have put some conditions for children's participation in the TV shows such as abiding to the cultural norms and religious teachings that the community is based upon. Another issue is the ability of children to focus on what they watch which cannot surpass 45 minutes. There are children who take part in shows or programs that require long periods of work and fatigue, and this damages them physically and mentally, notwithstanding the way that the child is considered a positive part and is a good example in his exhibition. At the same time, the total opposite might be the very truth. A child might set a role model in what he does on TV especially if it was a TV production not directed to children. Children productions need a good team to perform, excellent direction, educational consultancies, and direct mental and psychological supervision. There are many negative consequences to children's participation in artistic programs, among them are: - A child, who is working in a certain program, might focus more on his work than he does on his study. This is something that we touched during the making of children's programs, and that is why we needed the support of teachers or educational consultants to fill the gap that the child might fall into because of his work. - Some children get paid when they do their job. This might affect the child's vision towards life as something materialistic. The child might become materialistic and focus more on that side more than he does on other aspects in life and that may deform his mentality on early stages of life. On the hand, a greedy producer might also exploit Children financially. - The reflection of the artistic environment. If the environment is not clean on social, psychological, and mental levels, the child might get affected. - Exploitation and abuse that a Child may encounter at work. - Exhaustion and fatigue that may accompany work style. - Exploiting its childhood by giving him roles that don’t suit his age. This makes him grow up faster, and this is something unhealthy. - Exploiting childhood to attract an audience of children, even though the work is directed at adults. - - It was noted that some clips were non-compliance with the laws of public safety. I remember a clip in an advertisement where a kid is lost at a bus station and the terrified father looks around to find him in a moving bus. This may have negative consequences on the spectators especially children who would like to imitate such scenes in reality. - In certain documentaries, Children are exploited in scenes where they should not be present for it is against the laws of presence of children. - The idea of children's stardom and its reflection on their moral structure. The inability of a child to separate between his age and the roles he may be performing leads to health issues or mental disorders as well as the star life he is living which may influence his psychology. Positive effects of working with children: - A child receives better than an adult. He sits there and listens to everything he is told. He performs better than adults when it comes to scenes suitable to his age. - A child may get benefits from his participation in artistic works by developing his mental and psychological health into something more mature and responsible. - The right to express is granted in the International Convention on Child's rights. Artistic works can be considered a type of expressing one's self to others and this is very beneficial to kids. - With time, a child may get beneficial attributes to his personality and may develop leadership characteristics that enable him to be a great model in the future. - One of the experiences we had on this issue is the following: we started a TV production where 250 kids participated in artistic programs such as (painting, skills, reports, games, etc.) all of the participants were kids and a lot of us were terrified that this work may not succeed. To our surprise, it succeeded and we produced 800 hours of episodes and the program won many awards such as: Gulf festival golden award (Bahrain), Tunisia festival golden award for TV and Radio on two successive trails, Cairo festival for media silver award, and Jordan festival for media silver award, and more) Recommendations for institutions and organizations that care about childhood: - Supporting special programs produced with prior conditions by supporting recent productions or opening a market for them via producers. - The recommended programs must speak with the child, and not force him to do things. - Working on the "Little Media Professional" and discovering the capabilities that children have, directing, and training them on developing their skills. - Utilizing the school broadcast in improving children's skills. - Offering a diversity of artistic works appropriate for children's sentiments, which motivates them to taste the artistic works and understand them. - Following up with recent day to day updates around us. - Associations and institutions programs have to include artistic works for children. Mr. Samih Zureikat
Any advanced society in the world rests on two basic pillars: education and health. Educating the individual is the basis for creating a healthy mind, while caring for one’s health will create a healthy body. Most international agreements and treaties stipulate these two rights, and most of the signatory states are obligated to implement the programs set by international institutions and associations to serve these two goals and activate them on their territories. If the right to education is considered the most prominent basis for the development of society, then the right to health is also the most important basis for the survival of society, and even surpasses in its importance all other rights, including the right to education. The right to health is an inherent right from birth to death. Every person, whether child, man or old, should have this right. The child is a person below the age of 18. And since this person is considered the weaker part in society, it is natural that the international agreements and treaties pay him special attention, and provide all available means for this. Although a child is a child, regardless of his birthplace, theoretically all children should have the same health care, a goal that cannot be practically achieved due to the geographical location in which this weak creature is located. The Convention on the Rights of the Child, adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989, states in article 24 that “States Parties shall strive to ensure the provision of necessary medical assistance and health care to all children with emphasis on the development of primary health care”. Article 25 indicates: “States Parties recognize the right of a child who has been placed by the competent authorities for the purposes of care, protection or treatment of his or her physical or mental health, to a periodic review of the treatment provided to the child and all other circumstances relevant to his or her placement.” Moreover, articles 26 and 27 stated that every child should have the right to benefit from social security, including social insurance, in addition to the right of every child to a standard of living adequate for the child's physical, mental, spiritual, moral and social development. If this is the case, then the fulfilment of such rights might be impossible in a society such as the Gaza Strip (GS), where breathing is the maximum right of a child in such besieged society. Probably the first thing children of GS suffer from is the denial of rest and sleep, which are the natural right of any human being. This deprivation is the result of the conditions in which the GS lives, whether siege and wars, which lead to disturbances in the natural cycle of sleep that a large number of children suffer from. These disorders have affected in one way or another the health of the children there. The siege and the poor economic conditions increased the unemployment rates in GS, therefore, increased the poverty, especially with the lack of services provided by the international community. These conditions led to a decrease in the weight of children and disturbances in their growth. Moreover, the economic conditions and the repeated Israeli assaults, deprived many children in GS from a standard of living suitable for physical, mental, spiritual, moral and social development. This caused many children in GS to suffer from psychological states of anxiety, fear, depression, sadness and many other sufferings. In addition to these problems, children in GS suffer from an almost complete absence of social security, and the lack of health institutions needed to treat children and follow up on their health treatment. The lack of adequate health institutions and medical supplies in GS, as a result of the Israeli occupation and practices, deprived the children of their right of health care and their right to the necessary periodic review. More than that, this lack resulted in depriving some children of getting the necessary vaccinations to prevent diseases. Although the official and civil institutions in GS coordinate with each other and strive to provide all their capabilities in order for the children to obtain the necessary health care, unfortunately their efforts are not enough. The international community must assume responsibility to improve the status of medical services in GS, adopting it first as a human right, and then as a child right, and consider it applicable in all circumstances. International institutions and associations are also required to send missions to assess the health and psychological situation in GS, so that their specialized doctors work on the health and psychological treatment of children and follow it up from time to time. In addition, the Authority in West Bank is obligated to fulfil its obligations towards its children. Regardless of its legal obligation, it is morally obligated in the first place to take care of the children of the Palestinian people and provide them with the best health care. Rabea Hussein Al-Ali Legal Researcher and Consultant in European and International Law
Educational games are a fertile environment for the development of children's learning Fadi Muhammad Al-Dahdouh - University Professor Education is a social and important necessity of society’s tasks to preserve its stability and development. The educational environment after the family’s main role is considered one of the most important official institutions for raising children, preparing them to participate in building society and contribute to its development. The curriculum and its various and multiple tools are also considered an instrument of education and a means to achieve educational goals with the best results. Therefore, researchers and scholars were interested in searching for the best means, methods and teaching methods that facilitate the teaching and learning process in children. Hence the interest in the subject of educational games in education came from where it was considered a major goal of contemporary education, when the child plays when he is exposed to problems that require him to face various natural and social phenomena, and during the response to these challenges and problems, he rediscovers the basic relationships and principles that reach man to discover through his human career . Childhood is of particular importance as it constitutes the main pillar upon which the future of the individual is built through the possibility of predicting the characteristics of his personality depending on the early experiences in his life, because childhood represents the cornerstone of the individual’s personality structure, emotional stability, and his social relationship that are affected by the environment, and the type of education upon which he is raised and raised. A teenager to become an individual who has potential in society. The studies that have been researched in raising a child have unanimously agreed that the child's skills development and development is through the use of educational games, but at the same time they need to be well planned and graduated in the various activities and select them carefully, and follow the child well, so the decision-makers in the educational environment must The environment is established in a manner consistent with the educational philosophy and developmental characteristics of children. It also has to be aware of the roles entrusted to it when using play with children, and you must realize the fundamental and fundamental role of play in a child's life, growth and learning. So educational games are not just a way for a child to learn, it is the only and consistent way to teach young children. It helps children learn social, emotional, physical and mental skills. Play is a very important factor in the process of developing and learning children. Using children to their senses such as smell, touch and taste means that they have acquired personal knowledge, this knowledge that cannot be matched by abstract knowledge that may come to children through narration and education. Play gives them an opportunity to absorb their world and to discover and develop themselves and discover others and develop personal relationships with those around them and gives them an opportunity to imitate others, so here we cannot detract from the importance of play in providing children with basic skills in all fields, and we do not deny the importance of playing in refining the child’s personality and linking the playing experience With many functions such as linguistic and emotional development and mental maturity. Attention must be paid to educational games for children to contribute to the process of learning and motor, psychological, and social development, and to be subject to the methodology at the theoretical and practical levels, according to the goals and objectives of this age stage as a building and anchoring stage. Whereas, the participation of children in the play process leads to the interaction process through the relationships that arise from playing these games. Self-esteem is built through experiences of success and learning team play, and in this way we see that playing games with its extensive activities broadens the child's circle and knowledge and makes him able to establish relationships with others and build real effective knowledge. In order to achieve this, it was necessary to organize codified scientific sports programs that include a set of directed games that work to satisfy the needs and tendencies of the child at this age, as the games have become extremely diverse and the enthusiasm of children is unparalleled, but each game has a unique privacy at this stage, Some of them are dynamic, and some are social. This confirms the preference for using one of them over the other when it aims to develop social interaction. Finally, it can be said that the benefit of these games exceeds the purely educational importance, as they include various aspects of personality development, especially those that address the child's sense of his personal competence. A group of mental, sensory, motor, social, emotional and educational skills that help him to use them automatically and spontaneously, out of direction and thus contribute to building his integrated personality.