A child is a human being who is below the age of 18. However, how people define and understand children has been influenced by culture and time. This seminar examines various definitions of the term and their implications for research, policy and practice.

Aristotle, for example, saw children as pathologically weak and irrational, as well as the property of their parents. But by the mid-20th century, many countries had enacted laws ensuring that children had rights and responsibilities. Today, the International Convention on the Rights of the Child is widely viewed as a key instrument for the protection of children’s rights.

The meaning of a child has been influenced by religion, philosophy, science and cultural traditions. For example, Hindus believe that a child is a vital link between generations and that it can secure continuity, reproduction and purity if desired. In Sub-Sahara African cultures, a child is a treasured member of the community but is under control and requires the help of adults.

In Christian culture, a child is God-given and therefore special (Psalm 139:13-16). Children are physical, moral, spiritual, cognitive, emotional, and social beings who have been created in the image of God and are part of His creative plan (Genesis 1:28). They are part of families and communities that shape their identities, values, beliefs, morals, customs and attitudes.

They also interact with their environment through play, exploration and learning. This interaction, in turn, shapes the way they behave and think. In particular, they can learn to empathize with other characters and develop a wider worldview. This enables them to make sense of the complexity and diversity of life.

Children are active participants in society and culture, as seen in their participation in political activism, sports, the arts and music. They can also have an important role to play in the development of language and communication skills, including listening and speaking. This can be supported by encouraging them to engage in interactive conversations and read for fun with their family or friends.

This can include talking about the stories they have read or seen, and asking them to describe the characters. It can also include letting them use their imaginations and acting out the story with puppets or costumes.

Playing together provides plenty of opportunities to initiate spontaneous conversation and fosters toddlers’ language development by prompting them to imitate words and sounds. It is also a great way to bond with them and spend some quality time without the distraction of screens. It is recommended that children have some time on the floor to allow them to explore and play imaginatively. This is often the best way for them to practice their fine motor skills.