Editing Child (section)

== Healthy childhoods ==
=== Role of parents ===
{{Main|Parenting}}

=== Children's health ===
{{Further|Childhood obesity|Childhood immunizations|List of childhood diseases}}
Children's health includes the physical, mental and social well-being of children. Maintaining children's health implies offering them healthy foods, insuring they get enough sleep and exercise, and protecting their safety.<ref>{{cite web|url=https://www.nlm.nih.gov/medlineplus/childrenshealth.html|title=Children's Health | work = MedlinePlus | publisher = U.S. National Library of Medicine, National Institutes of Health, U.S. Department of Health and Human Services }}</ref> Children in certain parts of the world often suffer from [[malnutrition]], which is often associated with other conditions, such diarrhea, pneumonia and malaria.<ref>{{cite journal | vauthors = Caulfield LE, de Onis M, Blössner M, Black RE | title = Undernutrition as an underlying cause of child deaths associated with diarrhea, pneumonia, malaria, and measles | journal = The American Journal of Clinical Nutrition | volume = 80 | issue = 1 | pages = 193–198 | date = July 2004 | pmid = 15213048 | doi = 10.1093/ajcn/80.1.193 | doi-access = free }}</ref>

=== Child protection ===
{{Further|Child labor|Child labor laws|Risk aversion|Child abuse|Protection of Children Act}}
Child protection, according to UNICEF, refers to "preventing and responding to violence, exploitation and abuse against children – including [[commercial sexual exploitation]], [[child trafficking|trafficking]], [[child labour]] and harmful traditional practices, such as [[female genital mutilation]]/cutting and [[child marriage]]".<ref>{{cite web | title = What is child Protection? | url = http://www.unicef.org/chinese/protection/files/What_is_Child_Protection.pdf | publisher = The United Nations Children’s Fund (UniCeF) | date = May 2006 | access-date = 7 January 2021 | archive-date = 17 April 2021 | archive-url = https://web.archive.org/web/20210417093417/https://www.unicef.org/chinese/protection/files/What_is_Child_Protection.pdf | url-status = dead }}</ref> The
[[Convention on the Rights of the Child]] protects the fundamental rights of children.

=== Play ===
{{Further|Play (activity)|Playground|Imaginary friend|Childhood secret club}}
[[File:MOPC 60.png|Dancing at Mother of Peace AIDs orphanage, [[Zimbabwe]]|thumb|upright]]
Play is essential to the cognitive, physical, social, and emotional well-being of children.<ref name="Ginsburg_2007">{{cite journal | vauthors = Ginsburg KR | title = The importance of play in promoting healthy child development and maintaining strong parent-child bonds | journal = Pediatrics | volume = 119 | issue = 1 | pages = 182–191 | date = January 2007 | pmid = 17200287 | doi = 10.1542/peds.2006-2697 | s2cid = 54617427 | doi-access = free }}</ref> It offers children opportunities for physical (running, jumping, climbing, etc.), intellectual (social skills, community norms, ethics and general knowledge) and emotional development (empathy, compassion, and friendships). Unstructured play encourages creativity and imagination. Playing and interacting with other children, as well as some adults, provides opportunities for friendships, social interactions, conflicts and resolutions. However, adults tend to (often mistakenly) assume that virtually all children's social activities can be understood as "play" and, furthermore, that children's play activities do not involve much skill or effort.<ref>{{cite journal | vauthors = Björk-Willén P, Cromdal J |year=2009 |title=When education seeps into 'free play': How preschool children accomplish multilingual education |journal= Journal of Pragmatics |volume=41 |pages=1493–1518 |issue=8 |doi=10.1016/j.pragma.2007.06.006}}</ref><ref>{{cite journal | vauthors = Cromdal J |year=2001 |title=Can I be with?: Negotiating play entry in a bilingual school |journal= Journal of Pragmatics |volume=33 |pages=515–543 |issue= 4|doi=10.1016/S0378-2166(99)00131-9}}</ref><ref>{{cite book | vauthors = Butler CW |title=Talk and social interaction in the playground |year=2008 |publisher=Ashgate Publishing, Ltd. |location=Aldershot | isbn = 978-0-7546-7416-0 }}</ref><ref>{{cite journal | vauthors = Cromdal J |year=2009 |title=Childhood and social interaction in everyday life: Introduction to the special issue |journal= Journal of Pragmatics |volume=41 |pages=1473–76 |issue=8 |doi=10.1016/j.pragma.2007.03.008}}</ref>

It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers.<ref name="Ginsburg_2007"/> Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills. However, when play is controlled by adults, children acquiesce to adult rules and concerns and lose some of the benefits play offers them. This is especially true in developing creativity, leadership, and group skills.<ref name="Ginsburg_2007"/>

[[File:Ralph Hedley The tournament 1898.jpg|thumb|[[Ralph Hedley]], ''The Tournament,'' 1898. It depicts poorer boys playing outdoors in a rural part of the [[North East England|Northeast of England]].]]

Play is considered to be very important to optimal child development that it has been recognized by the [[United Nations Commission on Human Rights]] as a right of every child.<ref name = "un"/> Children who are being raised in a hurried and pressured style may limit the protective benefits they would gain from child-driven play.<ref name="Ginsburg_2007"/>

The initiation of play in a classroom setting allows teachers and students to interact through playfulness associated with a learning experience. Therefore, playfulness aids the interactions between adults and children in a learning environment. “Playful Structure” means to combine informal learning with formal learning to produce an effective learning experience for children at a young age.<ref>{{cite journal | vauthors = Walsh G, Sproule L, McGuinness C, Trew K | title = Playful structure: a novel image of early years pedagogy for primary school classrooms. | journal = Early Years | date = July 2011 | volume = 31 | issue = 2 | pages = 107–119 | doi = 10.1080/09575146.2011.579070 | s2cid = 154926596 }}</ref>

Even though play is considered to be the most important to optimal child development, the environment affects their play and therefore their development. Poor children confront widespread environmental inequities as they experience less social support, and their parents are less responsive and more authoritarian. Children from low income families are less likely to have access to books and computers which would enhance their development.<ref name="pmid14992634">{{cite journal | vauthors = Evans GW | title = The environment of childhood poverty | journal = The American Psychologist | volume = 59 | issue = 2 | pages = 77–92 | date = 2004 | pmid = 14992634 | doi = 10.1037/0003-066X.59.2.77 }}</ref>

=== Street culture ===
{{Main|Children's street culture|Children's street games}}
[[File:Boys in front of the movie theatre on Dundas Street.jpg|thumb|Children in front of a movie theatre, Toronto, 1920s.]]

Children's street culture refers to the cumulative [[culture]] created by young children and is sometimes referred to as their ''secret world''. It is most common in children between the ages of seven and twelve. It is strongest in urban [[working class]] [[industrial district]]s where children are traditionally free to play out in the streets for long periods without supervision. It is invented and largely sustained by children themselves with little adult interference.

Young children's street culture usually takes place on quiet backstreets and pavements, and along routes that venture out into local [[park]]s, [[playground]]s, scrub and wasteland, and to local shops. It often imposes imaginative status on certain sections of the urban realm (local buildings, kerbs, street objects, etc.). Children designate specific areas that serve as informal meeting and relaxation places (see: Sobel, 2001). An urban area that looks faceless or neglected to an adult may have deep '[[spirit of place]]' meanings in to children. Since the advent of indoor distractions such as [[video games]], and [[television]], concerns have been expressed about the vitality – or even the survival – of children's street culture.