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1

Partycypacja społeczna dzieci. Szkic dynamiki dyskursu

100%

Jarosz E.

Chowanna

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2019

293-312

EN

In the contemporary world social participation of children is seen as an idea that should be implemented at various social levels. The idea itself is understood multi-dimensionally – as various social activities, including the participation in decision-making processregarding children’s matters. Today in a discourse on children’s participation its collective dimension is accented, which means social participation and access to social and civil goods of children as a social group. In the discourse on participation, which has been developing dynamically since the adoption of the Convention on the Rights of the Child, various theories are used as a background against which children’s participationis considered and justified. The paper presents an outline of this problem and current tendencies in the discourse.

2

Lapse kuvandist taiskasvanute ja laste endi pilgu labi

94%

Reinomägi A.

Mäetagused

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2020

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vol. 78

65-88

EN

The article analyses the image of the child as perceived from the perspective of children and adults and determines to what extent the perceptions vary between the children and adults. For this purpose, views of children widespread among children and adults are compared. The paper also examines the sociodemographic background of the adults who represent these beliefs. The analysis is based on data from the Estonian Children’s Rights and Parenting Survey (2018), which gives a unique opportunity to compare opinions held by children and adults using the same methodology. The data compared against adults’ responses in this analysis came from the two older stages of study in school (7th to 11th grades). The sample size in this analysis is 624 schoolchildren. The adults’ sample consists of 1,248 responses in the age group 18–74. The statements used in the study were selected based on approaches mentioned in theoretical literature for describing definite categories of how children are perceived: children as a) immature; b) competent; c) vulnerable; d) irresponsible. Whereas in the case of adults, the theoretical model can be considered valid, the results of this analysis showed that the responses from Estonian children were at slight variance with theorized perceptions. Four perceptions of children could be distinguished from the responses from Estonian children, and they can be described as follows: 1) children as selfish and irresponsible; 2) children as competent and independent; 3) children as vulnerable and in need of protection and supervision yet having their own opinions important to be considered; 4) children as innocent and immature. The findings show that, as compared to children, adults often see children as vulnerable, fragile individuals needing protection and who, lacking knowledge, need advice and supervision. Adults also strongly support the image of the competent child, which holds that children have their own opinion and preferences, that are considered important to be taken into account. Children themselves frequently see themselves as competent, while their responses also reflect a perceived need for protecting children and supervision by adults. The findings of this study allow us to conclude that the model of perceptions of children created by adults on the basis of theoretical literature for describing how children are perceived is suitable for adults but not so much for children. Children view children differently than adults, and their attitudes can be grouped differently from those of adults: children themselves construct a different image of themselves than adults. These collective images shape everyday reality for children and the beliefs related to children, and thereby also mould people’s behaviour. This analysis indicates that the way in which children are seen is related to the gender and ethnicity of the adult respondents and also to whether the respondents have minor children of their own. These findings allow us to conclude that cultural context is significantly related to how children are perceived. Education has an important role as well – people with higher education tend to see children as competent. One particular finding of interest is that the way in which children are seen by adult respondents depends on whether the adults have heard of the concept of the rights of the child. Those who are well abreast of the concept tend to see children as competent with fewer of those who consider children immature. Thus, it appears that awareness of the rights of the child and human rights education in general is extremely important for improving children’s opportunities to have a say on matters concerning themselves and society in general. The results of the study reflect children’s position in society, help to make sense of the relationships between children and adults and can serve as a basis for further research into describing the situation of children and opportunities. This analysis provides a first overview of what types of children’s perceptions groups could be traced from the attitudes expressed by children and adults.

3

O rozwoju praw dziecka w Polsce i na świecie

71%

Krawczak-Chmielecka A.

Dziecko krzywdzone. Teoria, badania, praktyka

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2017

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vol. 16

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issue 2

11-23

XX

Prawa dziecka to prawa człowieka, wynikają one z godności osobowej oraz niepowtarzalności dziecka jako człowieka. Przysługują każdemu dziecku, nie można ich pozbawić czy się zrzec. Takie widzenie dziecka jako posiadacza określonych niezbywalnych praw jest jednak podejściem dość nowym, początki ruchu na rzecz praw dziecka sięgają ledwie końca XIX wieku. Artykuł przedstawia historię dochodzenia do obecnie obowiązujących praw dziecka w Polsce i na świecie, omawiając kluczowe momenty w ich rozwoju i główne dokumenty prawne, w których są zawarte.

EN

The rights of the child are human rights, resulting from the dignity of the person and the uniqueness of the child as a human being. They apply to any child, no child can be deprived of them or renounce them. Such a vision of a child as a holder of certain inalienable rights is, however, a rather recent approach, the beginning of the movement for the rights of the child goes back to the end of the 19th century. The article presents the history of the current rights of the child in Poland and worldwide, discussing the key moments in their development and main legal documents in which they are contained.

4

Prawa dziecka jako pacjenta (Błażej Kmieciak)

71%

Dzienis P.

Przegląd Sejmowy

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2019

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issue 2(151)

182–189

EN

The development of medical law elicits the necessity for a deepened reflection on the legal position of a child as a patient. The keynote of the reviewed book is human rights, patients’ rights and children’s rights. It turns out that the analyzed role has more aspects than could be expected, and the solution to the problems is not always univocal. Legal analysis with an interesting sociological aspect contained therein is a valuable elaboration also from the perspective of legislative necessities. The development of medicine requires a reaction of law, and the lawmaking calls for answers to fundamental, remarkably difficult questions related to the rights of a child as a patient, requiring cross-disciplinary knowledge.

5

Zadania realizowane przez administrację publiczną w zakresie ochrony dzieci przed przemocą w rodzinie a standardy wynikające z Konwencji o Prawach Dziecka

71%

Wilanowska M.

Miscellanea Historico-Iuridica

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2020

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vol. 19

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issue 1

235-266

EN

A child's right to protection from domestic violence can be interpreted from a number of international legal instruments such as the Geneva Declaration adopted in 1924 by the League of Nations or the Declaration on the Rights of the Child adopted by the United Nations General Assembly in 1959. The Convention on the Rights of the Child, adopted by the General Assembly of the United Nations in 1989, refers most widely to it. It contains a number of principles indicating the need for the State to safeguard the rights of the child to protection from harm by family members. They relate to the rights of children to: live, be in the care of their parents, establish foster care for them, be free from interference in their private, family or domestic life and strictly protect them from domestic violence. The Republic of Poland, as a party to the Convention on the Rights of the Child, is obliged to observe the provisions indicated therein. The aim of this article is to analyze the provisions of the Convention on the Rights of the Child concerning the right of the child to be free from domestic violence, as well as to analyze and evaluate the legal regulations in force in Poland related to the performance of public administration's tasks in the field of protection of the child from domestic violence, in terms of their compliance with the standards resulting from the Convention on the Rights of the Child. The research was conducted on the basis of the formal and dogmatic method, the method of critical analysis of literature and the historical method.

PL

Prawo dziecka do ochrony przed przemocą w rodzinie można wyinterpretować z wielu międzynarodowych aktów prawnych takich jak Deklaracja Genewska uchwalona w 1924 roku przez Ligę Narodów czy Deklaracja Praw Dziecka uchwalona przez Zgromadzenie Ogólne Organizacji Narodów Zjednoczonych w 1959 roku. Najszerzej odnosi się do niego jednak przyjęta przez Zgromadzenie Ogólne Organizacji Narodów Zjednoczonych w 1989 roku Konwencja o Prawach Dziecka. Zawarto w niej wiele zasad wskazujących na konieczność zabezpieczenia przez państwo praw dziecka do ochrony przed krzywdzeniem ze strony członków rodziny. Dotyczą one praw dzieci do: życia, pozostawania pod opieką rodziców, ustanowienia dla niego pieczy zastępczej, wolności od ingerencji w sferę jego życia prywatnego, rodzinnego lub domowego, a także stricte ochrony przed przemocą w rodzinie. Obowiązkiem Rzeczpospolitej Polskiej jako strony Konwencji o Prawach Dziecka jest przestrzeganie wskazanych w niej postanowień. Celem niniejszego artykułu jest analiza przepisów Konwencji o Prawach Dziecka dotyczących prawa dziecka do wolności od przemocy w rodzinie, a także analiza i ocena obowiązujących w Polsce regulacji prawnych związanych z wykonywaniem przez administrację publiczną zadań w zakresie ochrony dziecka przed przemocą w rodzinie dokonana pod kątem ich zgodności ze standardami wynikającymi z Konwencji o Prawach Dziecka. Badania przeprowadzono w oparciu o metodę formalno – dogmatyczną, metodę krytycznej analizy literatury oraz metodę historyczną.

6

Child’s Freedom of Conscience and Religion vs. the Exercise of Parental Rights. Considerations on the Grounds of Religious, Family and International Law

71%

Nikołajew J.

Nurt SVD

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2018

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issue 2

342-358

EN

The freedom of conscience and religion of the child is proclaimed in both the Constitution of the Republic of Poland and in the Convention on the Rights of the Child. In both pieces of legislation, the said freedom stems from the adoption of human dignity as the basis for these rights; however, attention must be paid to the different approaches presented and especially the consequences arising thereunder. The Polish Constitution provides the parents with the right to educate their child in accordance with their own convictions. However, the FGC orders to respect the child’s right to religious freedom and the power of parents to exercise that right in a manner consistent with the evolving capacities of the child. Undoubtedly, the conflict of interests of both parties is fairly visible here. One should also pay attention to the following issues: taking into account the principle of the child welfare, child obedience towards parents and the guardian’s care for the spiritual development of the child. These issues require more extensive commentary including e.g. the law on the guarantees of freedom of conscience and religion, “Polish Concordat”, the so called individual religious acts, case law of the ECHR and the ECtHR and the teaching of the Catholic Church.

PL

Wolność sumienia i religii dziecka jest proklamowana zarówno w Konstytucji RP, jak i w Konwencji o prawach dziecka. W obu aktach prawnych wspomniana wolność wynika z przyjęcia godności ludzkiej jako podstawy tych praw. Należy jednak zwrócić uwagę na możliwe różne ich interpretacje, a zwłaszcza na konsekwencje z nich wynikające. Konstytucja RP zapewnia rodzicom prawo do wychowywania dziecka zgodnie z własnymi przekonaniami. Kodeks rodzinny i opiekuńczy nakazuje szanować prawo dziecka do wolności religijnej i korzystać z tego prawa w sposób adekwatny do poziomu rozwoju dziecka. Niewątpliwie konflikt interesów obu stron jest tutaj dość widoczny. Należy również zwrócić uwagę na następujące kwestie: uwzględnienie etapu rozwoju dziecka, posłuszeństwo dziecka wobec rodziców i troska opiekuna o rozwój duchowy dziecka. Te problemy wymagają szerszego odniesienia, np. do ustawy o gwarancjach wolności sumienia i wyznania, „polski konkordat”, tzw. indywidualnych aktów religijnych, orzecznictwa europejskiego trybunału praw człowieka oraz nauczania Kościoła katolickiego.

7

Prawo do nauki. Prawa dziecka-ucznia

60%

Grzejdziak-Przybyłowicz A.

Studia Prawa Publicznego

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2017

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issue 4 (20)

95-126

EN

The subject matter of this article was the right to education with a particular regard to the rights of the child being a pupil and his/her right to personal treatment in the teaching and the whole educational process, the right to the open and motivated assessment of the progress in learning, the right to impact the school life via local government activities, as well as the right to the freedom of conscience and religion, and the right to recognise and preserve the national identity in the teaching process. The issue of pupil’s responsibilities, and in particular compulsory schooling and compulsory education, have also been raised. The article deﬁ ned the right to education and placed it among other acts of international law – the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention for the Protection of Human Rights and Fundamental Freedoms, the Declaration of the Rights of the Child, as well as the Convention on the Rights of the Child, known as the World Constitution of the Rights of the Child. In addition to the nature of the right to education, the subject matter of the consideration was also the principles and guarantees of its implementation, contained in the Basic Law. Their analysis led to the conclusion about the limited nature of the right of parents to bring up the child according to their own convictions, the implementation of which should be compatible with the welfare of the child and the constitutionally guaranteed right to receive education. An analysis of the regulations applicable in the prescribed scope statutory, and in particular in terms of universal and equal access to education have also been discussed. The reﬂ ections presented in the article have been enriched with case law examples and judgments delivered by the European Court of Human Rights in Strasbourg, the Supreme Court, and the Common Courts. The analysis of the existing legal references, the doctrine, and the case law has allowed to reach a conclusion on the fundamental nature of the right to education, the implementation of which conditions the development of an individual and the full use of its rights.

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1 Chowanna

1 Dziecko krzywdzone. Teoria, badania, praktyka

1 Miscellanea Historico-Iuridica

1 Mäetagused

1 Nurt SVD

1 Przegląd Sejmowy

1 Studia Prawa Publicznego

1 Dzienis P.

1 Grzejdziak-Przybyłowicz A.

1 Jarosz E.

1 Krawczak-Chmielecka A.

1 Nikołajew J.

1 Reinomägi A.

1 Wilanowska M.

2 2020

3 2019

1 2018