Advocating for Children’s: National and International Rights

  Critically reflect on the role of the early years practitioner (Pre-school) in advocating for the rights of the child in early years practice (Pre-school) and how this is supported by policy and legislation” 3500 words Critically reflect Discussing a range of rights what is the role of the practitioner in upholding these rights? How are these rights supported by policy and legislation (National (Ireland) and international)? Analyse your practices, reaction, etc Look at other practitioners in the setting, observe what is happening in relation to children rights. Look at range of research evidence and link it to what you have done in practice Is what you have done previously effective? Is it in line with best practice? Could anything from your practice be changed or enhanced based on your new knowledge of children rights? How can you as a practitioner challenge poor practice in relation to children rights? Consider e.g. play, expression, peers, privacy etc. Justify your critique with literature support Suggested Structure Introduction (500 words) - General - What are children’s rights and why are they important for our practice? When did children’s rights become recognised in Ireland and beyond? What are the main policy and legislative documents that will support your discussion? Right 1 - UNCRC – Acticle .19 - Right to Protection (800 words) – Issues (300) Possible improvements (300), Policy & Legislation (200) Right 2 (800) - UNCRC – Acticle .13 – Freedom of expression Right 3(800) - UNCRC – Acticle .29 – Aim of Education Reflection (600) – Considering your main points reflect on how advocating for children’s rights impacts professional in the setting. Conclude your essay link back to essay title. ARTICLE 19: PROTECTION FROM ABUSE AND NEGLECT 1. States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child. 2. Such protective measures should, as appropriate, include effective procedures for the establishment of social programmes to provide necessary support for the child and for those who have the care of the child, as well as for other forms of prevention and for identification, reporting, referral, investigation, treatment and follow-up of instances of child maltreatment described heretofore, and, as appropriate, for judicial involvement. ARTICLE 13: FREEDOM OF EXPRESSION 1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice. 2. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: • (a) For respect of the rights or reputations of others; or • (b) For the protection of national security or of public order (ordre public), or of public health or morals. ARTICLE 29: AIMS OF EDUCATION 1. States Parties agree that the education of the child shall be directed to: • (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential; • (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; • (c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; • (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; • (e) The development of respect for the natural environment. 2. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principles set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State. GENERAL INFORMATION ON UNCRC LINK http://www.childrensrights.ie/content/ireland-and-convention-rights-child Links to Irish - Educational – Guidelines /Frameworks/Strategy/Regulations https://www.ncca.ie/en/Practice-Guide http://www.childrensrights.ie/sites/default/files/UNCRCEnglish.pdf http://siolta.ie/media/pdfs/Research%20Digest%20-%20Curriculum.pdf https://www.curriculumonline.ie/Early-childhood/Aistear-Framework https://www.dcya.gov.ie/viewdoc.asp?fn=%2Fdocuments%2FNationalChildrensStrategy15-20%2Fparticipationstrategy.htm https://www.earlychildhoodireland.ie/wp-content/uploads/2015/05/Early-Childhood-Ireland-Strategic-Plan-2015-2020.pdf https://www.dcya.gov.ie/docs/National_Quality_Framework_for_Early_Childhood_Care_and_Educ/383.htm https://www.education.ie/en/Publications/Policy-Reports/OECD-Thematic-Review-of-Early-Childhood-Education-and-Care-Policy-in-Ireland.pdf CHILD PROTECTION: https://www.dcya.gov.ie/viewdoc.asp?fn=/documents/child_welfare_protection/childfirst.htm http://www.tusla.ie/children-first/children-first-guidance-and-legislation Pre School Regulations: http://www.tusla.ie/uploads/content/20160510ChildCareActEarlyYrsRegs2016SI221of2016.pdf FREEDOM OF EXPRESSION: http://www.ncca.biz/Aistear/pdfs/Guidelines_ENG/Play_ENG.pdf https://www.dcya.gov.ie/viewdoc.asp?fn=%2Fdocuments%2FNationalChildrensStrategy15-20%2Fparticipationstrategy.htm&mn=pary8s&nID=5 Goal and objectives of the Strategy The goal of the National Strategy on Children and Young People's Participation in Decision-making is to that children and young people have a voice in their individual and collective everyday lives. It focuses on the everyday lives of children and young people and the places and spaces in which they are entitled to have a voice in decisions that affect their lives. Below are the objectives and priority areas for action: 1. Children and young people will have a voice in decisions made in their local communities 2. Children and young people will have a voice in decision-making in early education, schools and the wider formal and non-formal education systems.