1.

Communication for children should be age-appropriate and child-friendly

Children need and have a right to clear and interesting child-centred (not adult-centred)
communication. Children at different stages have very different needs and interests and
learn in different ways from different media/materials. This means that children need
exposure to a variety of genres and content. It is crucial to keep in mind that simply
adding child-like characters or a child-friendly production format, such as using
animation or comics, does not automatically make something appropriate for children.
Even countries without significant access or resources can today locally produce a wide
variety of low-cost communication for children and respond to the letter and spirit of the
Convention on the Rights of the Child (www.unicef.org/crc/) by ensuring that they
produce something appropriate for each age group.
This communication can be held by :
- Use child-appropriate language, characters, stories, music and humour
- Encourage and model interaction
- Use special effects judiciously and wisely
2. Communication for children ahould address the child holistically
Research from the fields of health, nutrition, psychology, child development and
anthropology, among others, confirms that all aspects of child development are
interconnected. Physical, social, emotional and cognitive development are inextricably
linked. A child can be bright, but live with neglect or abuse. A child can be well fed, and
yet yearn for love. A child can be loved, but can be physically or emotionally fragile.
Communication that balances and gives complementary attention to all their
developmental needs best serves all children, from infants to adolescents. In many
countries, producing holistic communication has been a cost-effective way of meeting the
needs of children and caregivers on several cross-sectoral issues.
This communication is suitable by :
- Using an integrated approach to communication
- Offering positive models for adults in their relationships with children
- Create safe havens as part of communication
3. Communication for children be positive and strengths-based
Strengths-based communication focuses on portraying and nurturing the strengths and
potential in every child rather than focusing on the deficits or problems. Using this
principle, the goal is not only to teach but also to develop resilience and the capacity to
cope. It does this in a healthy way for both large and small struggles in life. It helps move
communication from focusing only on problems to suggesting and presenting options and

possibilities. Regardless of country or situation, it means developing communication that

invites children to imagine or be transported to seeing things they have not previously
experienced; that excites children about possibilities of what they can do today or become
in the future; and channels their energy into positive thought and action. Such
communication can be transformative.
This communication models can be applied by :
- Build self-confidence as well as competence
- Use positive modelling
- Include children as active citizens who model social justice and mobilization
- Do no harm
4. Communication for children should address the needs and abilities of all, including
those who are most disadvantage
Media reflects who and what is valued by society. This is true in presentations of people
and of culture and traditions. It is critical that communication allows all children to hear
and see themselves reflected positively, as opposed to communication that focuses on
marginalization, shame, or negative or patronizing portrayals. Good communication
includes positive portrayals of children from different cultures and ethnic groups and all
socio-economic backgrounds, those with disabilities, and children who have or are
experiencing trauma, grief or living through emergencies. Creative solutions and
competencies should come from marginalized groups themselves, not just from those in
positions of authority or from privileged backgrounds. Conscious decisions should be
made to include the most vulnerable and disadvantaged children as a regular part of all
types and forms of communication. Whether it is a PSA about hand washing, a
documentary about HIV/AIDS prevention, a puppet show about resisting bullies, a board
game teaching life skills, or a live action drama about emergency preparedness,
boundaries need to be pushed to ensure that the needs and abilities of all are portrayed.
- Reflect the dignity of each and every child and adult
- Be inclusive: Celebrate and value all types of diversity
- Ensure communication is free of stereotypes
- Reflect and nurture the positive aspects of indigenous cultures and traditions