Meaning and Examples of Children’s Rights for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 9
Age: 5 years
Duration: 30 minutes
Subject: Civic Education
Curriculum Theme: Civic Education
Previous Lesson: Understanding the importance of good behaviour at home and school.
Topic: Children’s Rights
Subject Matter: Meaning and examples of children’s rights.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Explain in simple terms what “rights” mean for children.
• Identify at least three examples of children’s rights when shown pictures.
• Name some basic rights of children, such as the right to live and go to school.

Affective Domain

• Express appreciation for having their rights respected.
• Participate actively in discussions about children’s rights.

Psychomotor Domain

• Point to pictures representing different children’s rights.
• Attempt to trace or copy simple words related to children’s rights (e.g., “Live,” “School,” “Food”).
• Demonstrate understanding of the right to play through movement.

Social Domain

• Share ideas about what children need to grow up well.
• Take turns when discussing examples of rights.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources
• Children’s Rights picture cards

Instructional Materials

• Charts showing children doing different activities (e.g., eating, playing, going to school, sleeping safely)
• Posters illustrating various children’s rights
• Picture cards depicting children’s rights (e.g., healthy food, school building, safe home, children playing)
• Drawing paper and crayons
• Pencils and exercise books
• A storybook about children’s lives (optional)

Rationale for the Lesson

This lesson is important for 5-year-olds as it introduces them to the fundamental idea that they are valuable and deserve certain things to grow up healthy and happy. Understanding their rights helps children feel secure, know they are protected, and learn to respect the rights of others, fostering a sense of self-worth and community awareness from an early age.

Prerequisite/Previous Knowledge

Pupils are familiar with basic needs like food, shelter, and clothing. They also understand simple rules and expectations at home and in school.

Lesson Content/Board Summary

Children’s Rights: Meaning and Examples

What are Rights?

Rights are special things that every child should have or be able to do, to grow up strong, happy, and safe. They are like promises that adults make to children to take good care of them.

Examples of Children’s Rights

1. Right to Live: Every child has the right to be born and to be safe. This means no one should hurt a child.
2. Right to a Name: Every child has the right to have a name and a nationality (to belong to a country).
3. Right to Good Food: Children have the right to eat healthy and nutritious food to grow strong and not be hungry.
4. Right to Go to School (Education): Every child has the right to go to school and learn new things.
5. Right to Play: Children have the right to play games and have fun. Playing helps children learn and grow.
6. Right to Be Safe: Children have the right to be protected from harm, abuse, and neglect. They should feel safe at home and at school.
7. Right to Healthcare: Children have the right to be healthy and visit a doctor when they are sick.

What the Teacher Should Show or Draw

• Show pictures of children eating healthy food.
• Display a picture of a school building with children playing.
• Show pictures of children playing safely.
• Draw simple stick figures showing a child being cared for by an adult.
• Write simple words like “LIVE”, “SCHOOL”, “FOOD”, “PLAY” on the board for pupils to see.

Children’s Rights Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

I have rights, yes I do!
Rights for me, and rights for you!
Right to live, and right to play,
Right to learn new things each day.
Right to food, so I can grow,
Happy children, watch us glow!

Actions:

• “I have rights, yes I do!” – Point to self, nod head.
• “Rights for me, and rights for you!” – Point to self, then to classmates.
• “Right to live, and right to play,” – Hug self, then make playing motions.
• “Right to learn new things each day.” – Pretend to read a book.
• “Right to food, so I can grow,” – Rub tummy, stretch arms up.
• “Happy children, watch us glow!” – Smile and spread arms wide.

How to use the rhyme: Sing the song together, demonstrating the actions. Repeat it several times to help pupils remember the key rights mentioned.

Watch and Learn About Rights

Let’s watch a short video to see more about children’s rights and why they are so important for every child.

Key Words

• Rights – Things every child should have or be able to do.
• Live – To be alive and safe.
• School – A place where children learn.
• Food – Healthy meals to eat and grow strong.
• Play – To have fun and games.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them what they like to do most at home or in school. The teacher then introduces the topic by saying, “Today, we will learn about special things that every child needs and deserves. These are called Children’s Rights!”

Pupils’ Activity: Pupils respond to the teacher’s questions, sharing their favourite activities. They listen attentively to the introduction.

Learning Point: Pupils are engaged and introduced to the concept of children’s rights.

Step 2: Explanation of Rights

Time: 5 minutes

Teaching Skill: Explaining/Illustrating

Teacher’s Activity: The teacher explains “rights” in simple terms: “Rights are like important promises that everyone makes to children to help them grow up well. They are things you should always have.” The teacher uses simple examples like, “You have a right to your name, and a right to be loved.” The teacher shows a chart with a general image of happy children.

Pupils’ Activity: Pupils listen to the explanation and ask simple questions. They look at the chart.

Learning Point: Pupils understand the basic meaning of “rights” as things children should have.

Step 3: Introducing Examples – Right to Live and Be Safe

Time: 5 minutes

Teaching Skill: Demonstrating/Visualising

Teacher’s Activity: The teacher introduces the “Right to Live” and “Right to Be Safe.” The teacher shows a picture of a baby and a child being cared for, explaining, “Every child has the right to be born and to be safe, not to be hurt.” The teacher can ask, “Who keeps you safe at home?”

Pupils’ Activity: Pupils identify the pictures. They answer questions about who keeps them safe (e.g., Mummy, Daddy, teacher).

Learning Point: Pupils learn about the right to live and be safe.

Step 4: Introducing Examples – Right to Food and Education

Time: 5 minutes

Teaching Skill: Discussing/Connecting

Teacher’s Activity: The teacher shows pictures of children eating healthy food and going to school. The teacher explains, “Children have the right to good food so they can grow big and strong. They also have the right to go to school and learn, just like you are doing now!” The teacher leads a short discussion: “What is your favourite healthy food? What do you like to learn at school?”

Pupils’ Activity: Pupils identify the food and school pictures. They share their favourite healthy foods and things they like learning.

Learning Point: Pupils understand the right to good food and education.

Step 5: Reinforcement through Song and Video

Time: 4 minutes

Teaching Skill: Singing/Watching

Teacher’s Activity: The teacher leads the pupils in singing the “Children’s Rights Song” with actions. After the song, the teacher plays the short educational video about children’s rights.

Pupils’ Activity: Pupils sing the song with actions and watch the video attentively.

Learning Point: Pupils reinforce their understanding of various rights through song and visual media.

Step 6: Pupil Application – Identifying and Attempting to Write Rights

Time: 4 minutes

Teaching Skill: Guiding/Practising

Teacher’s Activity: The teacher shows various picture cards (e.g., child playing, child sleeping, child at hospital) and asks pupils to identify the right shown. The teacher then guides pupils to attempt to write simple words related to rights (e.g., “Live,” “School,” “Food,” “Play”) on their drawing paper or exercise books, providing models on the board.

Pupils’ Activity: Pupils point to and name the rights shown in the picture cards. They then attempt to trace or copy the simple words provided by the teacher.

Learning Point: Pupils apply their knowledge by identifying and attempting to write some rights.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. What are “rights” for children? (Simple answer)
2. Point to the picture that shows a child’s right to go to school.
3. Name one thing every child needs to eat to grow strong.
4. Show me with your hands what the “right to play” means.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Reinforcing

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that they all have special rights because they are important children. The teacher encourages them to remember their rights and to also respect the rights of others.

Pupils’ Activity: Pupils listen and repeat a short phrase like, “I have rights!”

Learning Point: Pupils consolidate their learning and feel valued.

Lesson Keywords

• Rights – Special things every child should have.
• Live – To be alive and safe.
• School – Where children learn.
• Food – What we eat to grow.
• Play – Having fun with games.
• Safe – Protected from harm.

Differentiation

• Support: For pupils who are struggling, the teacher can provide larger picture cards, fewer choices when identifying rights, and hand-over-hand guidance for tracing simple words. More repetition of the song and key phrases will also be helpful.
• Extension: For pupils who grasp the concept quickly, the teacher can ask them to name another right they think children should have (e.g., right to a home, right to a family) or draw a picture showing one of their rights. They can also try to copy more than one word related to rights.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear, colourful charts and picture cards depicting the various children’s rights. Real-life examples, such as showing a healthy snack or pointing to the school building, will make the concept more concrete for 5-year-olds. Emphasise that rights are about what children deserve and need to thrive, not just what they want. When guiding the writing activity, focus on letter formation and recognition for simple words, rather than expecting perfect spelling or full sentences. Observe pupils’ ability to identify rights from pictures and their participation in discussions as key indicators of understanding. Encourage all pupils to express what they believe is important for children.