In my opinion I have
answered my questions in my first blog,
“As I read through the information I began to ask
myself, how does the UNCROC convention on Human Rights affect communities and
early childhood settings around the world?What’s more how does this affect the families, children and work
colleagues in my New Zealand early childhood setting?”
Based on all the information on Children's Rights
I have read, I am sure that with the commitment I have to early childhood
education I will continue to inspire the children's learning and growth.
I absolutely
agree with Children's Rights for the Child, and have enjoyed researching and been amazed at the
people supporting Children's Rights. Finding out the 'ins and outs'
of the policies, legislations, reports and the information about the many organisations that
support Children's Rights had encouraged me to reflect on my practice, my
beliefs and values.
Through
the commitment I have shown while achieving my degree in Teaching
and therefore after I will continue to gain more knowledge to
be the best I can in supporting the children and their rights while in an early
childhood setting or in the community.
After reading all the information on my topic,
Children’s Rights I have learnt that New Zealand is trying very hard at
overcoming the problems we face however it is going to be require continuous action.
I agree with Dr Russell Wills the Children’s Commissioner on the importance of
children and their rights and that the children are our future and we need to
protect them.
Remember these dates:
Children’s
Day 4rd Marchwww.childrensday.org.nz
World
Human Rights Day 10th December www.amnesty.org.nz
Anne Smith stated “in New
Zealand the Convention has been used in advocating for reforming early
childhood settings. One example is the development and implementation of our
early childhood education curriculum, Te Whāriki. The second example is New
Zealand's Strategic Plan for Early Childhood Education (Ngā Huarahi Arataki),
which is focused on improving early childhood education quality and
participation. It is argued that child advocacy for better early childhood
education policies can be strengthened by the use of the Convention” (2013). Retrieved
from:http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/childrens_rights_and_early_childhood_education.html
Te One and Dalli (2009) state “A key pedagogical
policy from the mid-1990s was the introduction of the early childhood
curriculum document, Te Whāriki. While the
document does not make explicit mention of
children’s rights, its release in 1996 represented a significant step towards
recognising the rights of New Zealand’s youngest children to quality early
childhood experiences in formally organised early childhood education settings”
(p.6).Aspiration of the children’s
rights are stated in a quote that is in Te
Whāriki
“To
grow up as competent and confident learners and communicators, healthy in mind,
body, and spirit, secure in their sense of belonging and in the knowledge
that
they make a valued contribution to society” (Ministry of Education, 1996, p.
9)
New Zealand has several early childhood policies
and procedures that can affect pedagogical practices.The registered teacher criteria and indicators
demonstrate positive interactions and commitment to contribute and engage in
respectful, responsive relationships.They commit to professional development to respond to the ongoing needs
of children and their families.
New
Zealand Teachers Council have a Code of Ethics for registered teachers where
there are committed to the positive interactions governed by four fundamental
principles
Autonomy – to treat people with the rights that are to be honoured and defended.
Justice - to share power and prevent the abuse of power.
Responsible care to do good and minimise harm to others.
Truth – to be honest with others and self (New Zealand Teachers Council,).
The primary professional
obligation of teachers is to those they teach. Teachers nurture and allow
learners to think and act with independence for growth and lifelong
learning.Teachers recognise the
commitment to parents/caregivers and family in working in collaboration
encouraging active participation of each of them to establish the child to have
their rights heard and seen.Commitment
to the society to actively support policies and procedures to ensure teach
positive values and professional responsibility.Commitment to the profession sees the
teachers striving to ensure the children are safe, engage in positive
interactions and contribute to the development of their learning. Professionals in early childhood
education have an important role in advocating for children (Te One,
2011).Professional teachers recognise
the rights of children and respond to these by using policies, laws and
legislations.Anne Smith in her speech at the
2009 conference of the New Zealand Association for Research in Education stated
“the national early childhood curriculum statement as a taonga (a treasure)
which encapsulates aspirations for children that are based on children’s
rights, including within early childhood education services” (Te One &
Dalli, 2009). The Ministry
of Education recognises the diversity of early childhood education in New
Zealand; therefore it promotes the principles and strands of Te Whāriki,
to achieve the best care for the children while they are in early childhood
environments. In early childhood settings, the children are encouraged to
participate in society while exploring and discovering their rights.Influenced
by Vygotsky’s theory, Te Whāriki New
Zealand’s early childhood curriculum, Quality in Action/ Te Mahi Whai Hua –
implementing the Desirable Objectives and Practices in New Zealand Early
Childhood Services, and most early childhood literature is now a sociocultural
focus.Within the sociocultural focus
the assumption is that the child and adults are both active participants in the
learning in a social context (O’Connor & Diggins, 2002).
The human rights principles apply to all areas of
early childhood development.Engle(n.d) state the four general principles of the
convention: non-discrimination, [the] best interests of the child, [the] right
to life, survival and development, and respect for the views of the child.
Universality and non-discrimination: Discrimination can occur between families, as when
only some members of the community have access to these services, as well as
within the family structure. Families may give preference on the basis of
gender, birth order, disability and sometimes even on physical attractiveness. Indivisibility and interdependence: For the child to develop, all rights must be met.
The basis of early childhood development . . . is the indivisibility and
interdependence of child rights. The best interests of the child should guide
decisions made by families and by states when families are not available. . . . Participation of children: . . . From
birth, children communicate their needs and preferences; by the age of 3, most children can
communicate ideas and thoughts in words.The spirit of this right should be met by making sure that care
providers (families, schools) are able to listen to children’s views and take
them into account. . .(pp.12-13).Unicef,http://www.unicef.org/earlychildhood/files/Guide_to_GC7.pdf Feeney,
Moravcik, Nolte and Christensen (2010) state “in early childhood education we
often refer to the development of the whole child” (p. 132).Through this we see the child learn by using
their bodies, mind and soul to move and gain their senses.Many theories support the whole child
learning and development.In my opinion
Maslow’s Hierarchy of Human Needs is what child rights are about the first need
for air, food, water and shelter aligns with UNCROCArticles 6 and
27 you have the right to be alive
and have the right to food, clothing, and a safe place to live and have your
basic needs met.
Article 29, of
the Convention of the rights of the child states children have a right to
education, as a professional early childhood teacher, I realise the importance
of the parents as first teachers and professional teachers should work together
in enhancing the child and to ensure that the child’s rights are being
secured.Engle (2009) stated parents
bring their child up in a loving positive environment they tend to know their
child well and how to fulfil their needs this allowing the child to have self
esteem, self confidence, curiosity and a desire to learn (p, 13).The convention on the rights of the child not only protects the rights
of every child under the age of 18, also provides positive guidance on how
children should be educated.
After
all I have read, with the focus on the children’s rights within an early childhood
environment in Aotearoa New Zealand allows the child to learn holistically which
allows them to be empowered.Empowerment
inspires children to learn “attributes such as respect, curiosity, trust,
reflection, sense of belonging, confidence independence and responsibility”
(Ministry of Education [MOE], 1996, p. 30).Clark and Grey (2010) state “teachers have a responsibility to facilitate
interpersonal relationships that enable and empower children to learn in progressively
more complex patterns of reciprocal activity” (p. 67).By honouring the children’s voice is one of
the many responsibilities of being an advocate for children.I can do this by respecting values, beliefs
and ethical considerations.As a professional teacher in early childhood
education the responsibilities I carry to ensure the rights of the child are
enforced every day of their daily lives within the early childhood environment.I allow children’ provisional rights to be
catered for and I am able to relate this to Taylor & Smith (2009) perceptions of need to
have a sense of belonging while in the early childhood setting.As well as protection from harm being an advocate
for them with the child having the right to feel safe, to be safe away from
being abused in any way.Allowing
children to be expressive and have freedom of voice as well as allowing the
child to participate in respectful interactions and relationships.
CHIILDREN ARE OUR FUTURE
Next blog: Final thoughts
References:
Clark,
B & Grey, A (2010). Ata Kitea Te Pae-Scanning the horizon.
Perspectives on early childhood education. Northshore, Auckland.
Pearson.
Feeney,
S., Movarcik, E., Notle, S., & Christensen, D. (2010). Who am I in the
lives of children? An introduction to early childhood education. Upper
Saddle River, New Jersey. Pearson Education Inc.
O’Connor, A., & Diggins, C.(2002). On reflection, Reflective
practice for early childhood educators. Lower Hutt, New Zealand. Open Mind
Publishing.
Ministry
of Education (1996). Te Whāriki: He Whāriki mātauranga mō ngā mokopuna o
Aotearoa/ Early childhood curriculum. Wellington, New Zealand: Learning
Media.
“We’re here to help every child in New Zealand
have the best start in life and grow up in a safe and happy environment”
(Ministry of Social Development [MSD], n.d).
In
the New Zealand context there are two pieces of legislations that are
responsible for the welfare and interests of the children as well as
protection.These
are the Children’s Commissioner Act 2003 (CCA) and the Children, Young Persons,
and Their Families Act 1989 (CYP&F Act).The Guardianship Act 1968, Education Act 1989, New Zealand Bill of
Rights Act 1990 (BoRA), Crimes Act 1961, Human Rights Act 1993, Privacy Act
1993 and the Official Information Act 1982. The High Court has a residual
jurisdiction of the ultimate right of supervision over children are also other
significant pieces of legislation that affect children (Human Rights in New Zealand Today,
2013).
The Children’s Commissioner, Dr Russell Wills has the
responsibility to ensure the children’s interest and welfare are being promoted
and to be advocate for them.They
consult with the children and adults as well as work with the Government to
support UNCROC.The CYP&F Act
contains provisions of care and protection for children and young people.They provide assistance for the families,
whānau for the care and protection of the young children (Human Rights in New
Zealand Today, 2013).
How UNCROC is improving the rights of children and young
people in NZ and what the Government is currently doing for children and young
people? Ministry of Social Development website gives examples of what the
Government is doing for children and young people in New Zealand.
Protecting
Vulnerable Infants programmethis about the government asking New
Zealander’s to back the ‘No shaking babies campaign’.As well as seeing vulnerable babies harmed in
many ways.
Home
for Life programme this is about the Child,
Youth and Families doing for children to be kept safe.
All of these links imply children’s rights are being
protected by the government agencies, private agencies and by the community of
New Zealand.One particular strategy of
supporting children’s rights is the ‘White Paper’ released by the Hon. Paula
Bennett (The Minister of Social Development) on the 11 October 2012.
The White Paper for Vulnerable Children is the result
of many months of research, and discussions.The White Paper is based on the nearly 10,000 submissions sent in on the
Green Paper for Vulnerable Children, as well as close consultation with key
experts in health, justice, education and social services, and what
international best practice shows to keep children safe from harm (MSD,
n.d).The White Paper has two volumes:
Volume I sets out clearly the
actions the Government will take to get better outcomes for our most at-risk
children.It contains the Government’s
plans for getting better outcomes for the most at-risk children.One of the risks for children is that we
need to protect them from maltreatment.Most children have a chance to grow up healthy, happy and loved, however
many are not loved, healthy and don’t have choices of how to grow in an
environment that is safe and secure.There are many reasons for this, such as choices made by the parents,
for example, drugs and alcohol.Many
parents have no choice in the matter, parent’s suddenly unemployed and not
enough money to go around (Children’s Action Plan, n.d).
In my opinion I feel that although the Government has a
strong focus on child abuse and neglect, this is one area that still needs a
lot more attention.I believe that they
recognise this and acknowledge it’s a continuous cycle.The main thing that the Government agencies are agreeing
on is “We need to protect our children” and believe that the White Paper and
The Action Plan will achieve this.>>See
Volume I Volume
II contains the evidence and detailed policy
rationale for each of the proposals.Volume II discusses that a minority of children in Aotearoa New Zealand
are at risk of harm to their lifelong well-being.The environmental factor that may make the
child vulnerable includes their developmental and cultural needs not being met
at home and their communities (MSD, n.d).>>
See Volume II.
In my opinion, I can see the
Government is trying very hard to develop a strategy to support children in
keeping them safe, secure and able to thrive.However, the challenges that they have to overcome will always be a
struggle until the communities and the people start working together to keep
the children safe (most are).The
government is giving these strategies a go and even though there have been
upsetting instances, like losing loved ones and having children being left
disabled because of the hands of the adults who meant to keep them safe, mostly
the strategies are working.
The next blog will look at how does the children's rights affect pedagogical practice.
In New Zealand Children’s Rights are being
challenged by the high amount of abuse, violence and poverty in our society. Poverty
is “The state of being poor and not having enough money to take care of the
basic needs, such as food, clothing, warmth and shelter” (Encarta dictionary,
nd).Poverty is a serious social issue
in New Zealand and affects everyone in the country.UNICEF recognizes this by supporting and
being a core member of the Every Child Counts coalition.These reports 1000 days to get it right for every child,
and He Ara Hou: The Pathway Forward which highlights the cost of child poverty
in New Zealand.
However bullying is one significant part of
the abuse and violence within our communities which has an effect on children.This
has recently been highlighted in Hawkes Bay, when a young boy took his own life
after suffering from bullying. The victim’s friend reminds the community we
have to be more aware of bullying and how this can affect children.This is a link to the article http://www.hawkesbaytoday.co.nz/news/teenage-voice-say-no-to-bullies/1827391/
.
What
is bullying? “ Bullying can be described as
offensive, intimidating, malicious or insulting behaviour, an abuse of power
that undermines, humiliates or injures the recipient” (Ministry of Business
Innovation and employment, n.d).
Bullying takes the rights away from the child
to be safe and enjoy their environment.Bullying
can happen anywhere and more than likely your child will be bullied at some
stage of their lives. Dr Toni Noble says that
“bullying is unacceptable but is more likely to be reported now”
(Kidspot.co.nz). However,
‘cyber-bullying’ is on the increase and this is a reason for the society of New
Zealand to be aware and stand up for the rights of children.If you want to know more about ‘bullying’ and ‘cyber-
bullying’ refer to this website http://www.kidspot.co.nz/article+2547+39+Facts-and-figures-about-bullying.htm
Louise
Marsh, Rob McGee, Shyamala Nada-Raja, Sheila Williams Brief report: state cyber-
bullying has a similar impact on traditional bullying. Moreover text bullying
seems to be more common and has equal impact, as this can happen anytime and
anywhere (2010).
When I read further onto the reports I
noticed that youth suicide statistics have been high and the people of New
Zealand are fighting back.I realised
that quite often that Bullying has quite a bit to do with Youth Suicide.One News January 2011 stated in their
article, Full UN report on Children’s Rights in NZ, the Government is aware and
is committed to reducing the rates of youth suicide.Through positive improvements and campaigns by
the National Action Plan on preventing suicide rates of young people have
declined.Did you know that New Zealand
was one of the first countries to develop a national youth suicide prevention
strategy?Here is the link to the
article if you would like to read more about this article http://tvnz.co.nz/national-news/full-un-report-children-s-rights-in-nz-4004135.
Unfortunately
after reading the information about youth suicide I was saddened by the rates
and numbers of young people taking their lives.There are New Zealander’s that are taking the initiative and supporting
the youth suicide by using Facebook to Stop youth suicide in New Zealand.There was a Waikato mental health nurse Kahui
Neho who worked with a team from a motor bike club to launch the Riders Against
Teenage Suicide (RATS) Green Ribbon Ride campaign (Waikato Times, Feb 2013).The Ministry of Social Development has a New
Zealand Youth Suicide Prevention Strategy Evaluation Phase One and Phase Two.
The
Human Rights Commission works [HRC] alongside the Children’s Commissions Office
[CCO] to support children’s rights to personal security, freedom to express
themselvesand to enjoy the education
system free of abuse and violence in the school environment.To read further about the analysis report by
The Human Rights Commission on School violence, bullying and abusehttp://www.hrc.co.nz/hrc_new/hrc/cms/files/documents/01-Sep-2009_14-08-40_Human_Rights_School_Violence_FINAL.pdf
(Human Rights Commission, 2009).
Likewise, Children’s
Rights in New Zealand are supported by using different strategies which in turn
collects information which guides government’s actions.An example is when the Children’s Issues
Centre produced the Stocktake Report, February 2004. Children and adults were
active participants in this research which aimed to find out if children and
young people’s perspectives were heard in New Zealand. This report was then
used in a consultation by the Office of the Children’s Commissioner with 150
young people and 150 national decision makers (Human Rights in New Zealand
Today, 2013). The Office of Children’s Commissioner (n.d) says
“The
Office of the Children's Commissioner advocates for the best interests of all
children and young people in New Zealand. The Office of the Children's
Commissioner looks to ensure all of their rights are respected and upheld”http://www.occ.org.nz/aboutus/about_the_office_of_the_childrens_commissioner
Are the rights of young children being
protected in New Zealand?
I briefly discussed the implications of
Bullying and Youth Suicide and I feel that the rights of the youth are being
protected by the New Zealand community as we are aware and taking precautions.
When I think and see
the articles of children’s rights I see that a majority of the New Zealand
community are trying very hard at protecting our children using different
strategies, however there are still children whoneeds protecting from harm.One of the ways that we are protecting
children is by recognising that we have a Poverty, abuse and violence issues.
There is a lot of
information about these social issues and each one has its own strategies to
try minimising the effects on children and their communities. For this blog I
have focused more on bullying and only briefly looked at how these other social
issues effect the rights of children. Considering the research I have covered I
believe that the people of New Zealand do care and are going the extra mile to
help the youth and young people to protect themselves and others, reminding us
that ‘children have rights’.
From here I will look at how are the children' s rights being protected in New Zealand. References:
