Children's Participation Rights - Essay Example

Children’s Participation Rights Insert Name Institution The United Nations Convention on the Rights of the Child (UNCRC) stipulates fundamental guidelines regarding the rights of children. In fact, the convention is exceedingly explicit on the philosophy of respect pertaining to the rights of children that ought to be taken with utmost commitment; especially in qualifying children equal value as adults. In its description the United Nations Convention on the Rights of Children puts the rights of children into perspective such that early years of children are emphasized to be more than a sheer preparation for later years of childhood as well as adulthood. Thus, young children ought to be perceived as active role players in their lives and must be recognized as such and not mere passive subjects to adults who provide and care for them. This paper will render participation rights the centre of attention under the United Nations Convention on the Rights of the Child (UNCRC). Participation rights implies the right to involve in various activities that are drawn from a broad perspective. For instance, children are entitled to involve in activities as well as relationships either in pairs or in groups. Habitual activities entail undertakings such as playing children games, singing games, learning, digging ponds and caring for other human beings and animals as well. Thus, participation has a connotation beyond mere doing and is extensively specific of the contribution of children that is, thinking, talking and deciding (Anderson & John, 2009). Arguably, participation rights have not been on the limelight unlike other children rights that are exceptionally popular and recognized in the society. Quintessentially, protection and provision rights have a painstaking support and hardly been in contention with the interests of the stakeholders in children rights and their enforcement. Nonetheless, participation rights are perceived as somehow controversial though they entirely complement the other rights. Rights are formal entitlements to young children and the UNCRC has meticulously certified children’s rights in manner to safeguard the concerns of children, grown ups and the society as well. Thus, children are well protected and do not have to solely rely on the kindness of their adult counterparts to enjoy their rights although the rights demand kindness towards children from them. Rights reinforce the welfare measures put in place to protect children and illustrate how children may actively take part in their life and the community too (Gerison, 2005). The African Charter on the Rights and Welfare of Children, which was adopted by the African Union, formerly known as Organisation of Africa has a greater appreciation of participation rights than the United Nations Convention on the Rights of the Child (UNCRC) it declares that every child is entitled to responsibilities towards, the state, community and family among other legally recognized communities such as the international community. This exposition of participation is explained in an in-depth account as follows: The children shall embark on cohesion of their families to respect their seniors, parents and elders too at all times and give them their support or rather assistance whenever in need, the African Charter on the Rights and Welfare of the child also highlight the preservation and strengthening of social and national solidarity as well. The charter emphasizes on the principles of solidarity and interdependence as stipulated in the United Nations Convention on the Rights of the Child’s principles. The United Nations Convention on the Rights of the Child (UNCRC) outlines the participation rights of children to affirm their importance and advantages, which entail rights to life, as well as optimal development with respect to children’s ever evolving capacity that are upheld during upbringing; the freedom of expression, the freedom to information, and the freedom to thought, religion and conscience these entitlements are also inclusive of the freedom to peaceful assembly and association and freedom to inclusive society and respectful broadcasting media (“Children Rights In Wales” n.d). In early childhood learning, the significance of children rights, especially participation rights have been underlined through various policies and a set of standards to ensure recognition of fundamental learning from birth for children. The policies and standards set by the Australina Children’s Education & Care Quality Authority (ACEQUA) dictates a framework for early learning, which guides educators in the development of quality series for children. It depicts the early childhood practices as well as the anticipated outcomes, which are essential to support to foster their early learning from infancy to the age of five inclusive of their transition into learning institutions and the new school environment. The Australina Children’s Education & Care Quality Authority (ACEQUA) advocates for a framework for school age care, which is founded on the Early Years Learning Framework which reflects and supplements the principles and practices of this framework to accommodate the perspectives of various age of children who attend early childhood institutions. The Framework for School Age Care was put in place to ensure opportunities are given to school age children hence they can engage in play-based activities and leisure, which are substantially responsive to their needs and interest depending on their choices; as they attend school hence a contribution to their ever progressive development. Thus, this framework is of extensive significance and is inclusive of ways of handling school age children within and outside working hours in school setting and family day care or long day care settings (Australina Children’s Education & Care Quality Authority, 2011). The United Nations Convention on the Rights of the Child (UNRC) guiding principles must be appreciated by educators and other stakeholders in early childhood education to gain a tremendous understanding of the procedures to be utilized in the full implementation of children rights in line with relevant authorities. The United Nations Convention on the Rights of the Child (UNRC) principles contain fundamental articles, which interpret the context and means of achieving the provided rights for children that intertwines them with human rights. In fact, they are regarded as influential rights, which children should enjoy by putting the best interests of children at the forefront; an approach which the convention has nurtured to achieve greater results beyond a mere statement of obligations to children by their seniors and parents. The United Nations Convention on the Rights of the Child (UNCRC) should be understood in the context of a broader perspective to integrate the International Bill Of Human Rights, which applies to every person inclusive of children irrespective of age, religion, race or gender. In fact, the International Bill Of Human Rights gives children a class of their own terming them as special beneficiaries whereby most appreciable articles demand adoption of rights to protect children. The United Nations Convention on the Rights of the Child (UNCRC) bring forth a methodology that articulates children’s rights in pursuit of a palpable package to entirely set an all encompassing guide for practioners in early childhood to shape the manner in which working with children is approached hence a boost to protection and appreciation children rights (“Children Rights In Wales” n.d). The National Quality Standard is constituted of quality areas, standards and elements which are actual high-echelon outcome statements. Each standard has a set of elements which stipulates the desired results that ought to contribute to the ultimate standard being targeted. In addition to the National Quality Standard, the Australian states are subject to National Rating and Assessment process, which reflects a predetermined national approach to the evaluation and audit reporting of the quality of education and care services across the array of services in education settings. These two systems ensure crucial information is made effortlessly to stakeholders in the education sector and accountability is upheld to foster transparency such that informed decisions can inferred from this information since each service is given a rating for distinct quality areas and made public. The chief focus of the National Quality Framework is to foster a incessant quality improvement whereby all education as well as care services included in the National Law are assessed against the National Quality Standard under the relevant authorities in respective states and makes palpable inquiry into the quality and level of service with a quality improvement plan (Australina Children’s Education & Care Quality Authority, 2011). The assessment and rating process amounts into adoption of a quality Improvement Plan which upgrades standard areas in accordance with the national quality standards and includes a philosophy statement for the service. In fundamental nature, the national quality standard and national rating standard are crucial as well as other relevant authorities in order to guarantee children rights are adhered to and to the required standard. For instance, the United Nations Convention on the Rights of the Child U(NCRC) articles regarding protection of children by keeping their interest at the forefront are arguably unachievable without regularity supervision At this instance, I will shift the focus on Article 3.3 of the United Nations Convention on the Rights of the Child (UNCRC) (“Children Rights In Wales” n.d). Article 3.3 of the United Nations Convention on the Rights of the Child is of extreme significance to the childcare sector and to the work of an early childhood educator. Article 3.3 refers to the best interests of the child and highlights the importance of making children’s best interests a primary consideration in decision making. All actions of early childhood educators should take full account of each child’s best interests at all times. This article bestows an impartial obligation on us as early childhood educators to always deem whether a particular choice will have an assenting effect on children's lives, to evaluate what the outcome of the effect will be, and to promote children's interests to the rank of a principal deliberation in the ultimate verdict.It is the responsibility of early childhood educators to provide adequate care for children which conforms to national standards, provide adequate staffing and supervision, maintain health and safety practices, protect children from harm, violence and exploitation and ultimately recognise that children’s rights must be promoted as well as protected (Gerison, 2005). It is utmost that stakeholders in early childhood deem that this article endeavours to eschew the traditional perception and practice of giving negligible priority to the interest of children especially when conflicting interest arise. The policies adopted by the National Quality Standard and the National Rating Standard ought to be inclusive of how interests of children are treated particularly in decision making. The success of participation rights are eminent in making the process of influential contribution such that children are not distanced from decision making hence the outcome is appreciably relevant and reflects the interest of the child. Similar to adults, children ought to have an extensive input regarding personal matters. Children have the right to participate in family life, but their inherent right to life must be safeguarded to render the rest of the rights possible. In essence, the state authorities have the responsibility to protect its citizens inclusive of children. Thus, from this point a child can have the opportunity to develop their unique personalities and abilities under learning institutions in various realms inclusive of spirituality, morality, mental ability, physical ability and social progression. Subsequently, children will attain skills that will equip with the ability to communicate and relate excellently with the members of the commit in a respectful context (Gerison, 2005). In conclusion early childhood education ought to adopt a rights-based approach in a way that fosters a program entirely guided by children’s rights. In fact, the framework and policies in the education sector have reflected provision of resources and regulatory developments to support the achievement of children’s rights. Various human rights and classic children rights commissions foster children’s rights render the transfer of rights from adults to children an realistic endeavour given the codes of conduct and regulations enacted to safeguard the interests of children. Additionally, the guidelines proposed by the authorities in learning institutions play a core role in fortification of children’s rights. (Anderson & John, 2009). References Australina Children’s Education & Care Quality Authority. (2011). Guide to the National Quality Standard. Retrieved from http://creativecommons.org/licenses/by/3.0/au/legalcode Anderson, P. and John, M. (2009).Young Children Rights: Exploring Beliefs Principles and practices (2nd ed). GBR: Jessica Kingsley Publishers. n.d.UNCRC guiding principles. Children Rights In Wales. Retrieved from http://www.childrensrightswales.org.uk/uncrc-principles.aspx Gerison L.(2005). Can you hear me? The right of young children to participate in decisions affecting them. Early Childhood Development. Benard Van Leer Foundation. Read More