Examining Practice in Relation to the Connections between UNCRC, Policy, and Concepts of the Child - Report Example

EXAMINING PRACTICE IN RELATION TO THE CONNECTIONS BETWEEN UNCRC, POLICY AND CONCEPTS OF THE CHILD UNCRC CHILDREN POLICY AND CONCEPTS 8th August, 2012 Introduction Children stay at home, school as well as recreational facilities, and these places have been referred to as 'places for children' as they have been created by the adults for children. This is demonistrated by their spartial culture for instance children taking photos of places in their surrounding environment. This indicates that they relates to both the official places provided by adults as well as the their specific informal places which are normally not identified by most adults. This brings the concept that there is a very huge interface between these two places, which must be underestimated in the sociology of childhood. Apart from the their physical places, the children's social relations and cultural context are very important. This should be well characterized The mission of UNCRC in setting its policies is to advocate for the ensuring the protection of children’s rights, and this help them in achieving their basic needs and to expand specific opportunities to reach their full potential. This is generally under some guidelines underlined by some basic provisions and principles portulated by the Convention on the Rights of the Child. Built on a diversified legal systems and cultural traditions, the Convention is composed of a universally acceptable set of non-negotiable standards and obligations, which defines children rights ( Mayall, 2002). These basic children human rights are a set of minimum entitlements and freedoms that should be followed by governments and the general society regarding to children welfare. With these children rights there is an obligation on both governments and individuals not to infringe on the parallel rights of others in the same society.  Provision of Physical Environment to children Places for children refers to the all settings in our society, where by these young people are subjected to these institutions especially at home, school and other recreational facilities. The trio are termed as the institutional triangle and they describes the places subjected to the growing population and thus the life of a chikd in the general society. The daily shedule for children as defined by the parent and other adults may appear to be natural, but due to late modernity this course is highly subjected to external conditions such the child's social, historical and cultural construct (James et al., 1998). School playing yards and recreational institutions are facilties designed by planners and architects, intended for offering special places for children to spend in their leisure time over a prolonged period of time. This develops the children into responsible and professional adults and these includes the teachers, pedagogues and psychologists who are obligated for operating these institutionalized triangle. In development of the children programmes, one has to consider the alternatives, principles and norms from their intermmediate society including the family, neighbourhood, friends and colleagues, sociocultural networks, and the larger society at large. Globalization and individualization processes provide a growing gap between isolated citizens and individualized citizens such as these young adults from the influential global systems and structures. The current participation discourse aims to bring out new connections between adults and the society at large (Zinnecker, J., 2001). In the society a lot of children are developing and since they are the active young adults in the future, there is need to generate provision for their rights. This is because the young children have less experience to the adjacent environment compared to most adults they need to be protected. This puts the chikdren at a particulkar position to have a lot of curiousity to their natural environment, and they are eager to discover things in nature. This character of curiosity is manifested deligently by actively giving meaning to their environment. Children Participation Individualization and modernization occurences in the global atmosphere will rarely require a similar impact on the children as compared to other groups in the society. The way children are allowed to use these places of children in their living environment usually gives a large degree of determination of their social, economic and cultural development over their childhood. In this new and continuously changing environment in our society, children rights have opened a new possibilities of fears towards their interractions with parents and adults. Therefore it is necessary to allow them to be their author of their own lives (Beck, 1997). The influence of the family on children leisure time and participation may facillitates these young citizens to grasp an opportunity of showing individualism. On cultural development children usually defines their own sub-cultures depending on their specific consumption patterns they are exposed to during childhood. The lifestyles adapted by children has been depended on their life history and this relates highly in the sociocultural interraction attributed to the adults and parents. But recently research has shown that they conform to specific cultures and lifestyles depending on their individualization (Zinnecker, 2001). The international treaty for the Chikdren's Rights, made an agreement by 1989, in the UN Convention on the rights of the child and recognised children as a group with specific interests. Due to the growing diversity of children interests, there has been a growing complexity due to the fast changing environments in the society. In the convention it was discussed that there is no ultimate conceptual framework that can be able to give a difference between children and adults (Hengst, 2001). Learning a process that has been thought to be attached to the young adults, but in the recent time it has been excluded from the school enviroment as it is an intergral part of our everyday life. Children paly a very significant role as active welfare state, and all citizenS should be allowed to actively participate in the development and subsequently in the mainteinance of our welfare. In the modern perspective on active citizenship and participation opens new possibilities for finding a correlation between childhood and active citizenship in a useful way to the society. The perspective citizens are usually challenged on the basis of how the society can provide education to these young adults as they are generally sensitive about social topics suchas environment. This reality brings about adherents of children's rights movement as actively involving the young ppeople in taking part of the decision making which is important to the childhood population. Children are greatly stimulated to present themshelves in the society as independent citizens (James et al., 1998). This brings about a lot of tension in the interrraction with their adult citizens in their environment. Children protection The social construction of the childhood population is strongly determined by the immediate environments exposed to these children when they are developing. As the late modernity offers a great diverse environment for this developing young adults, they needs protection in terms of exhaustion, unhealthy child labour as well as rights to care, education and freedom of the adjacent environment. Children should no longer be considered part of the labour force especially at the family level, and therefore they should be offered protection by the relevant authorities such as the government. This should be delivered to the children as part of their educational curriculum so as they can acquire the required knowledge on their rights. Parents and gurdians should offer the required protection to the children as these young citizens needs a lot of emotional care. They shoukd be provided with special ans separate facilities for them to enable them grow both psychologically and emotionally. In the modern society children are highly cherished and their economic disadvantage, renders a lot of cost for the parents to cope up with and this has led to reduction of the numbers in each family. Most of these young population should spend their large time in youth land and must be asked to give their views when formulating their recreational facilities. The modern society due to factors such as individualization should tackle the new associated risks against which the developing child has to be protected (James et al., 1998). Children actually give signals that demonstrate their need for a simultaneous protection and a good atmosphere for self development (Zinnecker, 2001). Rather than neglecting ambivalence developed by the children, it is necessary to allow for an appropriate understanding of the social and economic importance of this particular phenomenon in the growing child. The society. Human rights apply to all age groups; children have the same general human rights as adults. But children are particularly vulnerable and so they also have particular rights that recognize their special need for protection. The Convention on the Rights of the Child sets out the rights that must be realized for children to develop their full potential, free from hunger and want, neglect and abuse. It reflects a new vision of the child. Children are neither the property of their parents nor are they helpless objects of charity. They are human beings and are the subject of their own rights. The Convention offers a vision of the child as an individual and as a member of a family and community, with rights and responsibilities appropriate to his or her age and stage of development. Conclusion Late modernity, childhood ambivalence as well as current participation discourses gives a consideration whether children in our society should be treated or not as young and active citizens. A part from their educational perspectives, these young adults are potential exposed to a high degree of problems from the changing environments and thus there is need for the protection. Due to this need for protection it is therefore evident that the society should not subject the playful children to similar rights and responsibilities as adult citizens. The active citizenship acquired by children from their living environment, should be achieved from a continuous learning process, which should take place independently and excluded of adult interference. New research methods should be focused on the life-world perspective so as to allow the society to realize the challenges for instance the biographic and ethnographic research methods. Relevant interventions has to be subjected to these young and active citizens, in order to support their actual forms of participation in the society. This should be based on the adult-centeric models of participation, and this also offers an educational importance as well as supporting actual forms of playful and ambivalent citizenship. Children life and social structure has changed a lot especially in the frequently changing modern society, and due to the high degree of institutionalization in recent time. The places for children designed for them by the parents and elders in our society to guide them following child information guidelines, outline a variety of contradictions as well as restrictions within their play spaces and learning arenas. Most of the children convey a great degree of attribute meaning for their places for children designated for them. Usually they identify specific areas in the general environment in the institutionalized triangle and this depends on the empirical sociology of childhood. The diverse meanings of these specific palces assigned by individual childn, makes the society aware of the sociol, economic and cultural values that are adapted by these young citizens in their respective background environment. They offer the large picture of both physical and symbolic so as to bring a bridge between childhood and adulthood understanding of the spaces for children. Thus its very significant to take the ideas as well as the views of these ypung citizens especially in the designing places for children in our society, including institutions and home environments. Therefore the concept of children space should be well estimated in theorizing children's day to day life according to their level of sociolization. References Barblett, L., Hydon, C. and Kennedy, A. (2008). The Code of Ethics: A guide for everyday practice. ACT : Early Childhood Australia. Beck, U. (1997) Democratization of the Family', Childhood 4(2): 151-68 Community Child Care NSW. (2006). 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