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Caring adults

Overview of the set

This set of images illustrates some of the ways that adults provide protection and care for young people. Students are asked to make observations and inferences about the actions of caring adults and draw conclusions about the importance of those actions.

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1. Brushing teeth

2. Coaching

3. Disaster preparedness

4. Eating together

5. Firefighter and children

6. Homework help

7. Kids on a leash

8. Lifeguard

9. Parents with new baby

10. Playtime

11. Reading at the library

12. Safety seat

13. Teacher and student

14. Waiting for polio shots

15. Walking to school

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Using the image viewer

Student tasks

Suggestions for possible critical tasks:

  • Explain the image using the 5 Ws.
  • Select two or more images and explain the most similar and most different ways that adults in your life show their care and how the adults in the images show care for young people.
    • Create an advertising message or slogan for one of the images you have selected that promotes a child's right to have care and protection from adults.
  • Consider the actions of the adults in the images and the adults in your life, and tell the three most important ways that adults protect children and keep them safe.

Teacher notes

The following notes include applicable support materials for teachers and students and background information specifically selected for this topic and set of images.

  • Support materials for use with this Picture Set:
    • Teacher resources:
      • Explain the image
    • Student handouts: 
      • Overview of the picture set
      •   Explain the image
  • Grade level range: Primary, intermediate
    • This Picture Set is targeted for use at the grade level range(s) specified above. The tasks and support materials may be adapted for use at other grade level ranges

Using the picture sets

View our online guide for ideas about how you might use Picture Sets.

Strategies for investigating pictures

Use or adapt these resources to suit your needs.

Student tasks

The following suggestions for critical thinking tasks invite reasoned judgments by students. The tasks may be revised or adapted to meet diverse learning needs and/or address specific curriculum content, attitudes and skills:

  • Use the clues in the pictures to decide which places and things were made by humans.
    • Draw conclusions about why those places and things were made by humans.
  • Use the clues in the pictures to decide which places and things are natural (not made by humans).
    • Tell which place or thing most needs protection from damage or loss, and why.
  • Choose the place or thing that is most similar to something in your community.

Background information for teachers

The following notes on topics addressed in the picture sets are intended to enhance teachers’ understanding of the images and ability to guide students in interpreting them:

FACT SHEET: A summary of the rights under the Convention on the Rights of the Child
Source: Unicef

Article 3 (Best interests of the child) |

Article 4 (Protection of rights) |

Article 5 (Parental guidance) |

Article 19 (Protection from all forms of violence) |

Article 20 (Children deprived of family environment): |