Tag: Children’s Rights

Guidance on AI and Children (Version 3.0)

Prompted by the rapid advance of generative AI, this newly updated toolkit establishes 10 foundational requirements for “child-centred AI.” It moves beyond just protecting children’s data and privacy, focusing heavily on requirement #8 (“Ensure inclusion of and for children”), which outlines how to empower children to actively participate in and shape AI developments that affect them.
This tool will support you to engage in a fun playful way to enable young children to gain knowledge about their rights and develop a range of skills to support them to engage with their rights.

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Consulting Our Youngest Children Toolkit

The strategies in this toolkit can be used by adults working on an individual basis with a young child for a specific purpose or by adults who have significant contact with young children on a frequent basis embedding meaningful consultation in daily practice.

This tool will support you to engage in a fun playful way to enable young children to gain knowledge about their rights and develop a range of skills to support them to engage with their rights.

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Core Principles for Meaningful Youth Participation in Intergovernmental Processes and Across the Work of the UN

Stemming from Action 37(d) of the UN Pact for the Future, this landmark global document outlines 11 non-binding core principles for embedding children and young people in agenda-setting, public policy design, and intergovernmental decision-making. It focuses heavily on rights-based co-governance, safety/safeguarding protocols, and removing barriers for underrepresented youth.

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Growing with Rights: Understanding and supporting the evolving capacities of the child

From birth, children undergo rapid and far-reaching development. Their physical, cognitive, social, emotional and moral capacities expand as they learn to communicate, form relationships, make choices and assume growing responsibility (see Box 1). Though this process continues across the life course, childhood is universally recognized as a critical stage in the development of those capacities. In law, adults are generally presumed to have full competence to act on their own behalf. Children, by contrast, are generally considered to be reliant on adults to safeguard their interests and to support their involvement in decision-making while their competence is developing.
These examples may give you some ideas on how you could engage with children and young people in decision-making.

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