How Does Children's Rights Affect Pedagogical Practice?

                                                     

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 UNCROC Articles 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.

Just Focus. (n.d). Retrieved from: http://www.justfocus.org.nz/wp-content/uploads/2009/01/take-action-childrens-rights1.pdf

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.

New Zealand Teachers Council. (2004). Te Pouherenga Kaiakko o Aotearoa.  Retrieved from http://www.teacherscouncil.govt.nz/

 Patrice L. Engle: Comprehensive policy implications of child rights.  In A Guide to General Comment 7:‘Implementing Child Rights in Early Childhood’.  Retrieved from:  http://www.unicef.org/earlychildhood/files/Guide_to_GC7.pdf

Sarah Te One (2011). Implementing children’s rights in early education. Retrieved from: http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/implementing_childrens_rights_in_early_education.html

 Sarah Te One & Carmen Dalli. In The status of children’s rights in early childhood education policy 2009.   Retrieved from: http://www.victoria.ac.nz/education/research/nzaroe/issues-index/2009/pdf/text-teonedalli.pdf

Waikato Times. 28 February 2013.  Making noise to raise youth suicide awareness. Retrieved from:  http://www.stuff.co.nz/waikato-times/news/8364430/Making-noise-to-raise-youth-suicide-awareness