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Extra resources for Children, Family and the State: Decision-Making and Child Participation

Sample text

4 However, there are difficulties, which Purdy inadvertently exposes. In philosophical terms she rejects ‘the capacity to plan for goals’ as a test of rationality sufficient to justify holding equal rights; the test she attributes to ‘liberationists’. She proposes instead ‘the capacity for planning systematic life-enhancing projects or having a rational life plan’ which would ‘exclude from equal rights young children and quite possibly most older children as well’ (Purdy 1992, p. 27). ’ But if the basis of adult rights is the capacity to develop a rational life-plan, what does this imply about adults who lack this capacity, either because of limited intellectual ability or simply very poor judgement?

Although children’s capabilities are limited to some extent by immaturity, it is not entirely clear where those limits lie and not entirely predictable how they will operate for a particular child. 26 Second, children’s understanding is likely to vary with their experience, and we should pay attention to the experiences and the understanding of particular individual children in considering how best to involve them in planning their lives. Third, children’s ability to engage with issues and contribute to discussion may depend crucially on how the issues are Psychology of Childhood 35 explained to them, the context in which this takes place, and the meaning which this has for them.

All these factors will be likely to have unpredictable effects on their emotional state and also on their cognitive abilities. Some children faced with these experiences become emotionally ‘frozen’, while others expend their energy in ‘acting out’. Some may regress to earlier stages of development. One child may lose interest in school work and fail to progress, especially if his schooling also has been disrupted, while another may throw herself into her school work as a distraction from the pain which she would otherwise be feeling.

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