It is reported in the annals of history that, there are more than 2.2 billion children on Earth whilst two billion of these children have rights and they live in a developing country. Presumably, the said children are biologically designed to pay attention to the other children in their lives, try to fit in with them, to be able to do what they do, and to know what they know. These“Children are global citizens who deserved to mature and inherit a legacy of character and faith.”In mitigating the aforesaid declaration Let us put this conversation in context. Historically, Children have rights and in the Antiquity period, nobody thought to give special protection to children. However in the Middle-Age period, children were considered as “small adults”. This action lead to other actions because in the middle of the 19th century, the idea appears in France to give children special protection for working children.” This was followed by other developments such as enabling the progressive development of “minors’ rights”. Since 1841, laws start to protect children in their workplace. Since 1881, French laws include the right for the children to be educated. What is uniquely interesting at the beginning of the 20th century, children’s protection started to be put in place, including protection in the medical, social and judicial fields. As an Author, License Cultural Practitioner and Student of Film, metaphorically, I have employed a close-up angle so as to facilitate visual storytelling as an interactive exchange platform which highlight details and experiences about the global culture of children. This conversation is revealed explicitly through this narrative contextualises Children of Culture within the precincts of time and space. Children of Culture should  not only be perceived as a story which is verbalised and portrayed but a theoretical construct that encompasses and transcends a wide range of works within Children’s literature repertoire  globally.Plausibly all of these characteristics are noted in other cultural spheres expressed differently in childhood culture, with different games, different traditions, somewhat different values, and different ways of making friends gives credence to the fact that  “Children” are perceived as all potential or actual young literates, from the instant they can with joy leaf through a picture book or listen to a story read aloudvalidates the doctrine of this discourse.  It is also ironic that children’s books are written, selected for publication, sold, bought, reviewed, and often read aloud by grown-ups a view spoused by Clifton Fadiman. Given the importance and the relevance of this discourse Children and Culture are recognized as  Support the showCultural Factors Influence Academic Achievements© 2024 ISBN978-976-97385-7-7 A_MEMOIR_OF_Dr_William_Anderson_Gittens_D_D_2024_ISBNISBN978_976_97385_0_8 Academic.edu. Chief of Audio Visual Aids Officer Mr. Michael Owen Chief of Audio Visual Aids Officer Mr. Selwyn Belle Commissioner of Police Mr. Orville Durant Dr. William Anderson Gittens, D.D En.wikipedia.org/wiki/Lifelong_learning Hackett Philip Media Resource Development Officer Holder, B,Anthony Episcopal Priest, https://brainly.com/question/36353773 https://en.wikipedia.org/wiki/Lifelong_learning#cite_note-19 https://en.wikipedia.org/wiki/Lifelong_learning#cite_note-:2-18 https://independent.academia.edu/WilliamGittens/Books https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=william+anderson+gittens+barbados&oq=william+anderson+gittens https://www.academia.edu/123754463/ https://www.buzzsprout.com/429292/episodes. https://www.youtube.com/@williamandersongittens1714. Mr.Greene, Rupert

Ver todos los episodios