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Policies Relating to Issues
Transcript of Policies Relating to Issues
Within the UNCRC, four articles are afforded special emphasis, as they are basic to the implementation of all other rights. These four articles are often referred to as 'general principles'. These are:
• that all the rights guaranteed by the UNCRC must be available to all children without discrimination of any kind (Article 2);
• that the best interests of the child must be a primary consideration in all action concerning children (Article 3);
• that every child has the right to life, survival and development (Article 6); and
• that the child’s view must be considered and taken into account in all matters affecting him or her (Article 12).
The history of the UNCRC
What is the preamble about?....
The Substantive Articles
What is that about?...
Policies Relating to Issues
of Diversity and Inclusion
Sections of the UNCRC
The United Nations Convention on the Rights of the Child (UNCRC) is a comprehensive, internationally binding agreement on the rights of children, adopted by the UN General Assembly in 1989. It incorporates children's:
• civil and political rights (like their treatment under the law);
• social, economic and cultural rights (like an adequate standard of living); and
• protection rights (from abuse and exploitation).
N.B...A child is defined in the UNCRC as a person under the age of 18 years.
Etutor presentation : Unit one
There are four main sections to the UNCRC:
, which sets out the major underlying principles of the UNCRC and provides a context for it;
, which set out the rights of all children and the obligations of governments (Part I, Articles 1-41);
, which define how compliance with the UNCRC is to be monitored and fostered (Part II, Articles 42-45); and
• the conditions under which the UNCRC comes into force (Part III, Articles 46-54).
The Preamble of the UNCRC acknowledges the family as the fundamental unit of society and the natural environment for the growth and well-being of children. The Preamble also states that the family should be afforded the necessary protection and assistance so that it can fully assume its responsibilities within the community.
Each of the substantive articles, Articles 1-41, details a different type of right. A common approach to the UNCRC is to group these articles together under the following themes:
: include the child’s right to life and the needs that are most basic to existence, such as nutrition, shelter, an adequate living standard, and access to medical services.
: include the right to education, play, leisure, cultural activities, access to information, and freedom of thought, conscience and religion.
: ensure children are safeguarded against all forms of abuse, neglect and exploitation, including special care for refugee children; safeguards for children in the criminal justice system; protection for children in employment; protection and rehabilitation for children who have suffered exploitation or abuse of any kind.
This encompass children's freedom to express opinions, to have a say in matters affecting their own lives, to join associations and to assemble peacefully. As their abilities develop, children are to have increasing opportunities to participate in the activities of their society, in preparation for responsible adulthood.
An Integrated Approach to Children’s Rights...
The UNCRC has adopted an integrated and holistic approach to the rights of the child, not least because economic, social and cultural rights are dealt together with civil and political rights. Moreover, rights are not ranked in order of importance; instead they interact with one another to form dynamic parts of an integrated document.
Implementing the UNCRC...
There are 193 states that are parties to the Convention. The United States and Somalia have not yet ratified the Convention.
If a government signs the UNCRC it indicates that they are seriously considering ratification (a formal commitment by a government to uphold the UNCRC). This is a binding agreement to meet the provisions and obligations set out in the convention.
Promoting children's rights....
Children achieve better outcomes when their diverse strengths, abilities, interests, and cultural practices are understood and supported. Valuing and respecting diversity is vital for children to develop a strong sense of identity. Principles of equity and diversity are linked to children developing a sense of belonging, identity, and well being so that they become effective communicators and confident, involved learners. Research demonstrates that children’s quality early learning experiences set them up for academic success and personal well being later in life. The principles of equity and diversity are recognized internationally and nationally in legislation and professional practice within education. The United Nations Convention on the Rights of the Child (UNCRC, 1989) has promoted children’s rights and ensured that equity and diversity are prominent in government agendas ( UNCRC, 1989). The principles of equity and diversity in early childhood education are interconnected and cover a broad range of ideas. They require professionals to actively address issues of inequality and to promote the value of diversity and difference.
Early childhood professionals need to identify and respond to children’s individual strengths, abilities and interests to ensure that all children have the support they need to reach their full potential. This includes early childhood professionals having high expectations for each child, and recognizing and addressing barriers to children’s learning and development. Early childhood professionals’ commitment to equity and diversity has a significant impact on children’s learning outcomes and their social and emotional well being.
The implications for practice are:
• Early childhood professionals play an important role in supporting and enhancing equitable learning and development outcomes for all children.
• Early childhood professionals need to form strong and respectful partnerships with families and communities in order to provide the best support for children’s learning and development.
• The early years of life are crucial for young children in developing their first language and cultural identity.
• Children’s sense of belonging and identity is enhanced when they have a sense of place and connection to their environment.
• Early childhood professionals’ attitudes toward diversity affect children’s well-being, self-esteem and academic outcomes. Professionals take responsibility for identifying and removing barriers to equity and inclusion.
What do we mean by ‘equity and diversity’?
The term diversity encapsulates the myriad of differences between individuals. It refers not only to people of differing race and culture but also differing languages, religions, values, abilities, socioeconomic status, gender and any other aspect that makes people different from one another. It therefore recognises that each person is different even if they belong to the same ethnic group, community or family
Diversity is an evolving concept in early childhood education. While it once referred to children from different ethnic backgrounds it now encapsulates every kind of individual difference that exists for children, families and professionals. Diversity is the celebration of difference and the acknowledgement that difference is complex and that it exists in some way for every. This definition of diversity is inextricably linked to principles of equity. While equity is not easily defined and the term can be used in varying contexts, the concept of equity is principally concerned with providing every child with access to fair, just and non-discriminatory education and care. This requires the idea that inequality inherently exists and must be actively challenged in order to provide children with equal opportunities
Why are equity and diversity important in early childhood learning, development and teaching?
• Each child has a unique learning trajectory that requires responsive, individualized learning and development opportunities that will enable them to reach their full potential.
• Children develop positive self-identities and better educational outcomes when early childhood professionals actively promote inclusion and have high expectations for all children.
• Early childhood practices are inclusive and responsive to diversity and children with additional needs.