This article is related to the perspective of early childhood educators on children’s rights and children’s citizenship. It is required to understand that the perspective of early childhood educators on children’s rights plays a greater role in letting everyone know about the pedagogical practices used in early childhood education and care. In the context of Australia, there has been agitation and apprehensiveness concerning the position of children’s rights in the present time’s curriculum policies and procedures (Dahlberg, Moss & Pence, 2007). This article also reflects an early childhood educator’s Outlook regarding children’s rights. It also focuses on the pedagogical practices to be implemented. The study that has been reported here is the interview with an early childhood educator regarding their perspective on children’s rights and children’s citizenship. The rights of children are a recent concept of theory and also an increasing awareness issue. This concept regarding children’s rights is rapidly increasing in its importance and its visibility. It has also been recognized that when the rights of children are adopted positively, it will motivate the perspective of children and their childhood to be developed within the public. It is also well maintained that the life of every child is increasingly controlled by adults only.
These adults set limitations and control as they think that they know what will be the best for their child. This same thing may also be used for the policies that have been implemented in primary school is settings. These policies majorly focus on and aim to protect every child in terms of their rights, safety, and education. Article 12 of UNCRC states that every child has the right to participate actively in the decision-making procedure which will affect them. Article 12 has been made in view that many children are being excluded from the shared power in primary schools (Facer, 2012). The image of a child is where is teaching will start and it also provide shape to our educational thought process. The relationship between the images of children and their childhood is held by their teachers and the pedagogical practices that have been implemented. This article deeply explores the question which states how the perspective and opinion of early childhood educators on children’s rights will provide information to their pedagogical practices. The research which is reported in this article is a series of qualitative questions in the form of an interview with an early childhood educator.
It is vitally important that the educators of the present day represent and privilege every child in their practices. Based on the graded compositions in the arrangements of primary school, one of such dominant discourses which have a larger impact in the education department is a pedagogy that is based on the control, power, and the separation of children from their adulthood (Fleet, Patterson & Robertson, 2006). By having the best interest of the children, it has been nicely acquired that all the pedagogical practices are highly notified of the needs of the children. And the understanding of the children’s wants is made by the adults-only, which are typically formulated and expressed with the help of predetermined results. The approach of need in the education of early childhood is very important and is also expressed in the development will psychology, by placing the needs of every child about their age. While implementing this, the approach of need reveals the societal assumptions of the child and their childhood with the association that how the adults are going to support and demand of the children, and how the adults are going to support and fulfill their needs and wants. However, there is still a problem that even when adult recognizes the needs of children, there incredible to determine what exactly the children need and hence undermines the capabilities of children (Genishi, Goodwin & Goodwin, 2008). Furthermore, in the view of the pedagogical concept, the practice has been supported by having needs that give a deficit structure of the education which is based on the views and opinions of what the children are still not capable to perform. It has been also stated by many scientists that the rights of children are being darkened and blocked out by what is considered the needs and wants of children. The rights of every child are at the bottom of the education but it can be also seen that they have been continuously ignored. As to giving respect to the rights of every child, it can be broadly accepted that educators are required to shift their perspectives and opinions as per today’s generation.
The views and beliefs of the early childhood educator regarding every child influence and impact the pedagogical practices of educators. The rights-based dominant discourse of children must be created as an incentive for the changes in the pedagogical terms (Giamminuti & See, 2017). The educators of early childhood consume the chief and 4 most positions to challenge the present day’s dominant discourses of children’s rights with their pedagogical implementation. As per a study, the pedagogical impact of the children’s rights dominant discourse has been recognized to be dependent on a zestful relationship within the context of a specific person and their perspectives on children’s rights. To have a complete focus to enable the rights of every child, early childhood educators are required to favor the changing opinion of every child. It is also required to inspect and look into that how the early childhood educators’ views and perspectives on the rights of children relocate into their pedagogical practices so that the debate regarding the children’s rights and children’s citizenship must be kept forever (Merewether & Fleet, 2014). It is also very necessary that this issue of children’s rights and children’s citizenship from the perspective of early childhood educators should be modified as per today’s generation. In this way only, every child will emerge into a better world.
A well-organized interview has also been conducted with one of the early childhood educators who has done a Graduate Diploma of Education (primary teaching) regarding their perspective on children’s rights and children’s citizenship. The educator has worked in Out of Hours School for almost 9 years and served in dealing with primary school kids. When asked about their thoughts on children’s rights and citizenship, they seemed a little of unaware the International Rights of the Child (Rinaldi, 2021). In their opinion, they wanted that every child should have the right of being themself. the educative further is stated that it is good when the adults shape and frame their behavior for a positive reason such as to protect their safety or to keep safe other children too. They also said that restricting the girls to not performing rough sports and being a soft girl should not be acceptable. Whereas, on the other hand, for the boys, I should not play the taglines of mums and dads. They prefer that children should have a right to be themself and should not be treated unequally based on children’s rights (Robinson & Jones-Diaz, 2017). They also think every child should have the right to choose their own choices and preferences in their lives, also have the right to be protected and safeguarded from any kind of harm and injury whether being psychological or physical, also have the right to play when they want and to not to complete the homework in every free time, also have the right to speak up when they think that something is not fair, also have the right to be their bodies and be in touch with the person when they want to.
Even the UNCRC provides promotion to the rights of children, Bentley alerts every one of us regarding the document which reflects the image of children which is made from a western point of opinion which declares to represent this opinion as a universal image of every child and their childhood. Such a type of universality can create various problems as it reflects the decontextualized standards which are related to the well-being of every child. He also reflected on those rights which are in the UNCRC to be very unique for every child that is not included in the wider opinion of human rights (Robinson & Jones-Diaz, 2017). Such kind of division will separate the childhood of a child from their adulthood. It also strengthens the hierarchy in which every child will be held at the base.
The scar which is surrounded the rights of children consumes the matters of equality which is the concept of children’s rights that places every child at the same basic level as determined by the authority. this idea of the power of equality has been continuously discussed about children’s rights (Robinson & Jones-Diaz, 2017). There have been numerous literature reviews and discussions which cleans that the rights of every child take away the authoritative facts of their power or control. Various critics and arguments discuss the children’s rights in a safe garden their parental rights. There have been various consequences that reflect that those experts who are advocating for the rights of children are doing unkindness and disfavor to the parents. In educational terms, there has been a fear that when the students are provided with their rights, it will ultimately result in confusion because the early childhood educators will lose their control or power, and hence the educational atmosphere will be jeopardized (Robinson & Jones-Diaz, 2017).
The mean objective of this article was to Explore and look at the perspective of early childhood educators regarding children’s rights and children’s citizenship and how all these perspectives and opinions will impact pedagogical choices. An interview with the early childhood educator has been conducted which carries the following written series of questions: What is your opinion on a child’s image? Have you seen youngsters being treated unfairly? What is your opinion regarding children’s rights? How can early childhood educators advocate for the rights of children belonging to several cultural groups? What do you think about children’s citizenship? What can early childhood educators do to promote and support the children within the locality or community? The interview includes a qualitative and deep understanding of what an early childhood educator thinks about children’s rights. Gathering all the data regarding their perspective, values, and behaviors, helped in interpreting and building a better understanding of culture sharing group (Robinson & Jones-Diaz, 2017). Throughout the interview, various quality standards of trust were the have been deeply considered and addressed too.
The relation of power which exists within the nation-States in our community is directly connected with the means of trade and production which functions at a global level (Facer, 2012). Among these types of modes of production, the technology used for communication is paramount in which almost modes are preferred to be transmitted in the English language. This is why presently English is recognized as an international and globalized sort of language. This language has also gained so much power and control over the other languages. On the other hand, most of the population across the world does not speak the English language as their home language (Robinson & Jones-Diaz, 2017). There are more numbers of native speakers as compared to speakers of the English language. The supremacy and influence of the English language are not based on the grammatical features or the number of individuals who speak the English language. But it is based on the religious and economic status of the nation-state which acquires the English language as its official language.
Many scientists how are stated that now the English language is entering many societies and individuals are focusing on adapting it completely (Dahlberg, Moss & Pence, 2007). As it is a very powerful language, every individual across the world wants to speak the English language only. And as the result of globalizing the English language across the world, policies in the United States how emerged with the policies of English only. For instance, in the educational term, the policies of English only in Australia and the United States have recognized the demolition of bilingual programs, and preference is given only to the programs of English only. Furthermore, in countries like Europe and Asia, it is very common for bilingual primary schools to teach the English language at an early childhood stage. It has been also seen that various immigrant minority languages in the country of Europe are being provided with very few privileges and very few speakers have the right to take education in such languages (Dahlberg, Moss & Pence, 2007). As globalization and the significance of the English language is rising rapidly day by day, the language is still an immediate marker of being identified which is directly connected to the methods by which individuals understand others and themself. Despite having their own choices to speak the language of their own choice and be preferred by them, numerous families are under pressure to Leave their basic home language and prefer to speak the English language only. At present days, parents can easily see the benefits in their child while speaking the English language but only at the expense of their common home language. there is no doubt that such type of disappearance of the home languages is resultant in a serious create to the linguistic diversity and cultural practices across the world (Dahlberg, Moss & Pence, 2007). It has been predicted by many linguists that half of the total 7000 languages which is spoken in the world will get extinct in the upcoming century because of death.
Conclusion
The early childhood educators enable the children’s rights and children’s citizenship to be heard and provide importance too. the early childhood educator will encourage and motivate the active participation of every child to be a method that will affect their life. They are capable to build the capacities in children to participate very effectively in every activity. They help in organizing several meetings of children with the authorities of primary school. They also discuss the issues of children’s rights with their parents in the parents-teachers meeting. early childhood educators select classroom themes that are based on celebrating diversity. They also celebrate the differences and similarities with the help of artwork, crafts, and charts. For the Aboriginal and Torres Strait Islander children, educators make use of inviting the community members, acknowledging, enhancing, and building trust, exploring the family trees, providing an opportunity to the student to teach, utilization of local resources. Educators are also concerned with the local land council and the aboriginal cultural centers.
Teach the aboriginal students, needs sensitivity for their specific knowledge and wants regarding the aboriginal cultural agreements. Many behavioral issues may be overlooked by giving more time to listen and providing extra chances to the students. There are various remote societies in which few aboriginal children may not be taught basic values in their homes. When the educator will give extra time to teaching the basic values, aboriginal kids will have a better opportunity to link with their teacher. Educators can also invite community members into their classrooms in order to share their own stories and experiences. Educators need not yell at kids instead treat them very politely. Developing trust and having respectful communication, will help in promoting the cultural safety of Aboriginal and Torres Strait. Identifying and avoiding the stereotypical barriers will also help the educator.
References
Dahlberg, G., Moss, P., & Pence, A. (2007). Constructing the Early Childhood Institution: What Do We Think They Are For?. In Beyond Quality in Early Childhood Education and Care (pp. 87-110). Routledge.
Facer, K. (2012). Taking the 21st century seriously: young people, education and socio-technical futures. Oxford Review of Education, 38(1), 97-113.
Fleet, A., Patterson, C., & Robertson, J. (2006). Insights: Behind early childhood pedagogical documentation.
Genishi, C., Goodwin, A. L., & Goodwin, A. L. (Eds.). (2008). Diversities in early childhood education: Rethinking and doing. Routledge.
Giamminuti, S., & See, D. (2017). Early childhood educators’ perspectives on children’s rights: The relationship between images of childhood and pedagogical practice. The International Journal of Children’s Rights, 25(1), 24-49.
Merewether, J., & Fleet, A. (2014). Seeking children’s perspectives: A respectful layered research approach. Early Child Development and Care, 184(6), 897-914.
Rinaldi, C. (2021). In dialogue with Reggio Emilia: Listening, researching and learning. Routledge.
Robinson, K., & Jones-Diaz, C. (2017). EBOOK: Diversity and Difference in Childhood: Issues for Theory and Practice. McGraw-Hill Education (UK).
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