Reference list- APA 6th

Action for Children and Youth Aotearoa Incorporated. (2011). News: CRC concluding observations for NZ. Retrieved March 26, 2011, from Action for Children and Youth Aotearoa Incorporated: http://www.acya.org.nz/?t=14&View=FullStory&newsID=548

Bushouse, B. K. (2008). Early childhood education policy in Aotearoa/New Zealand: Creation of the 20 hours free programme. Wellington, New Zealand: Fullbright. Retrieved April 25, 2011, from Fullbright: http://www.fulbright.org.nz/voices/axford/docs/axford2008_bushouse.pdf

Children's rights convention: A poem about children's rights. (2008). Retrieved March 7, 2011, from Big small people: http://cms.education.gov.il/EducationCMS/Units/BigSmallPeopleEnglish/CildrensRightsConvertion/

Exposure International Ltd. (2011). Children in prison. Retrieved March 7, 2011, from Exposure international: http://www.exposure.org/photography/children-in-prison/

Kiro, C., & Duncanson, M. (2006). Statutory advocates and outcomes for children: Viewpoint of the New Zealand children's commissioner. The Lancet, 367(9511), 694. Retrieved from ProQuest database http://proquest.umi.com

Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood Education , 33-40.

May, H. (2009). Politics in the playground: The world of early childhood in New Zealand. Dunedun, New Zealand: Otago University Press.

Ministry of Education. (2011). 20 hours ECE: Information and guidance. Retrieved April 25, 2011, from Early childhood education: ECE lead: http://www.lead.ece.govt.nz/ManagementInformation/Funding/20HoursECE/20HoursECEInfoAndGuidance.aspx

Ministry of Education. (1988). Before Five: Early childhood care and education in New Zealand. Wellington, New Zealand: V.R.Ward, Government Printer.

Ministry of Education. (2010). ECE professional development programmes 2010-2013. Retrieved May 30, 2010, from ECE educate: General information: http://www.lead.ece.govt.nz/GeneralInformation/InFocus/ECEProfessionalDevelopmentProgramme.aspx

Ministry of Education. (2003). Pathways to the future/ Ngaa huarahi arataki: A 10 year strategic plan for early childhood education. Wellington, New Zealand: Learning Media.

Ministry of Education. (2011). Pathways to the future: English plan and translations. Retrieved April 25, 2011, from New Zealand Education: http://www.minedu.govt.nz/NZEducation/EducationPolicies/EarlyChildhood/ECEStrategicPlan/PathwaysToTheFutureEnglishPlanAndTranslations.aspx

Ministry of Education. (2010). Photo stories: Exploring. Retrieved May 1, 2011, from ECE education: http://www.educate.ece.govt.nz/learning/exploringPractice/InfantsandToddlers/EffectivePractices/FosteringEarlyExperiencesPhotoStories/ExploringTheNaturalWorld.aspx?p=2

Ministry of Education. (2010). Te Whaariki. Retrieved May 1, 2011, from ECE educate: http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki.aspx

Ministry of Education. (1996). Te Whaariki: He Whaariki matauranga moo ngaa mokopuna o Aotearoa/ Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2010). Thinking of becoming a teacher: ECE. Retrieved April 25, 2011, from Teach NZ/ Akona o Aotearoa: http://www.teachnz.govt.nz/thinking-of-teaching/sector-overview/ece/

Muscroft, S. (1999). Children's rights: Reality or rhetoric?: The UN convention on the rights of the child: The first ten years. London, England: Save the Children.

New Zealand Educational Institute/ Te Riu Roa. (2010). Early childhood education: News. Retrieved May 1, 2011, from NZEI/ Te riu roa: http://www.nzei.org.nz/Early+Childhood+Education/News.html

New Zealand Educational Institute/ Te Riu Roa. (2009). Early childhood education in the media. Retrieved April 25, 2001, from Early childhood education: http://www.nzei.org.nz/Early+Childhood+Education/ECE+Campaign/ecemediaupdates.html

New Zealand Educational Institute/ Te Riu Roa. (2010). Early childhood education: Campaign. Retrieved May 1, 2011, from NZEI New Zealand Educational Institute/ Te Riu Roa: http://www.nzei.org.nz/Early+Childhood+Education/ECE+Campaign.html

New Zealand Educational Intitute/ Te Riu Roa. (2011). Hands up for learning!/ Kia mau ki te whakaako. Retrieved April 25, 2011, from Early childhood education: http://www.nzei.org.nz/site/nzeite/files/media%20releases/2010/MR%202010_81%20-%20FIRST%20BIG%20FUNDING%20DROP%20FOR%20EARLY%20CHILDHOOD%20SERVICES.pdf

New Zealand Government. (2010). Government taskforce on early childhood education. Retrieved April 25, 2011, from The official website of the New Zealand Government: http://www.beehive.govt.nz/release/government-taskforce-early-childhood-education

Office of the United Nations High Commissioner for Human Rights. (2007). Convention on the rights of the child. Retrieved May 1, 2011, from Office of the United Nations High Commissioner for Human Rights: http://www2.ohchr.org/english/law/crc.htm

ONE News. (2011). NZ news: Full UN report on children's rights in NZ. Retrieved March 7, 2011, from TVNZ: http://tvnz.co.nz/national-news/full-un-report-children-s-rights-in-nz-4004135

Education (Early Childhood Services) Regulations 2008

Reid, M. (2006). From innocents to agents: Children and children's rights in New Zealand. Auckland, New Zealand: Maxim Institute.

Smith, A. B. (2007). Children's rights and early childhood education: Links to theory and advocacy. Australian Journal of Early Childhood , 32 (3). Retrieved from Education Resources Information Center/ ERIC database http://eric.ed.gov/

Te-One, S. (2003). The context for Te Whaariki: Contemporary issues of influence. In J. Nuttal, Weaving Te Whaaiki: Aoteroa New Zealand's early childhood curriculum in theory and practice (pp. 17-49). Wellington, New Zealand: NZCER.

        UNICEF. (2009, Nov 18). Lullaby: The UNICEF Anthem [Video file]. Retrieved May 1, 2011   from You Tube: http://www.youtube.com/watch?v=VK61mWZuiGc&feature=player_embedded

Virgiler. (2008, May 13). Child speech Rio 1992 earth summit [Video file]. Retrieved March 25, 2011, from You Tube: http://childrensrightsece.blogspot.com/2011_03_01_archive.html

Advocating the rights of the child: What teachers need to know and could be doing

Whaariki

This last informative posting will cover the reflections of UNCROC in Te Whaariki (Ministry of Education [MOE], 1996) and teachers and managements role in developing their professional knowledge in order to effectively uphold the right's of the child in early childhood education settings, and in the political front-line.


Advocating children's rights through effective implementation of Te Whaariki (MOE, 1996)

In early childhood education, it is vital that teachers and management advocate for the rights of the child through practice and pedagogy. This is not only an essential part of the curriculum, but also the responsibility of the State, obtained through their submission of instrument of ratification (Action for Children and Youth Aotearoa Incorporated, 2011; Reid, 2006). 
Interestingly, there is an emphasis on the child's right to be part of an environment which nurtures holistic development throughout the Convention. This is also reflected throughout Te Whaariki (MOE, 1996) in which fostering infants, toddlers and young children's holistic development is a prominent focus.
Further similarities found in Te Whaariki (MOE, 1996) and the Convention are as follows:

• Te Whaariki (MOE, 1996) states that it is vital that, with reference to the implementation of bi-cultural practice "children experience an environment where there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background" (p. 66) in which they may develop the "confidence that their first language is valued" (p. 76).  This seems to reflect various articles of UNCROC with particular similarities to (Article 30).

• Reflecting Article 8, Number 1. of the Convention, Te Whaariki (MOE, 1996) states that children should be part of an environment "where they are affirmed as individuals" (p. 68) and where they may develop "a sense of 'who they are', their place in the wider world of relationships, and the ways in which these are valued" (p. 68).  

 According to May (2009) and Te One (2003), such similarities are purposeful, as it is suggested that Te Whaariki (MOE, 1996) was indeed developed to reflect the Convention while supporting bi-cultural practice and child focused teaching and learning. Therefore, I am supported in my belief that if teachers are to advocate for the rights of the child in the early childhood setting, it is vital that they meet the individual child's developmental needs through effective implementation of Te Whaariki (MOE, 1996).
 As supported by the recommendations made in the Committee report and as suggested by Te One (2003), effective implementation may be achieved through quality tertiary training and active participation in ongoing professional development as required by, and offered through, the Ministry of Education.

Teachers and Management: Advocating for the child's rights to explore naturally

Although Education (Early Childhood Services) Regulations 2008 for licensing are in place to further ensure children's physical safety, some suggest that because of the restrictions these regulations impose on early childhood settings, participating children may be missing out on essential aspects of play, exploration and risk taking in the natural outdoor environment (Little & Wyver 2008). According to Article 29, 1. (e) of the Convention, children need opportunities to develop meaningful connections with the natural environment while, in accordance with Article 31, they may to choose to engage in developmentally appropriate play and leisure which may enhance their holistic development. As supported by (Little & Wyver 2008) restrictions imposed on early childhood settings through policy such as Education (Early Childhood Services) Regulations 2008, teachers may be less inclined to provide meaningful opportunities and spaces for children to explore and play naturally with an element of risk. This suggests a breach of participating children's rights to play and explore naturally in the early childhood setting.
Therefore, as play and outdoor exploration have numerous benefits for the child's holistic development, it is vital that teachers use their professional  knowledge of Te Whaariki (MOE, 1996) to justify the child's participation in quality outdoor learning environments which may provide meaningful opportunities for play, exploration and developing connections to nature. 
 

Discovery

Advocating for quality through funding

As addressed in the previous posting, it is apparent that children's rights in early childhood education throughout Aotearoa may have been be jeopardized by a political agenda without out a focus on quality education. Armed with professional knowledge, it is up to early childhood teachers and management to actively advocate for the reversal of the recent budget cuts. Teachers and management may actively involve themselves and the community in this movement for children's rights to quality care and education by inviting all interested parties to participate in  peaceful rallies in their region. There is an abundance of guidance and information available to support teachers and management to achieve this.
Some suggest that the children's commissioner supports 100% qualified teachers in early childhood settings, and leaves me to believe that recommendations made by the UN Committee concerning early childhood education, as identified in a previous posting, may be used as leverage to argue for this budget cut reversal.
As outlined in Article 18, early childhood care and education is the right of all children with working families. Consequently, because of this specific right, I feel that the Convention and its articles which may be interpreted to represent the need for quality care and education for infants, toddlers and young children -Articles 28 and 29 for example- and their dual reflections in Te Whaariki (MOE, 1996), may be useful, in conjunction with professional knowledge of the effective implementation of Te Whaariki (MOE, 1996) to justify the reversal of budget cuts.

Although the plight that our nations children faces seems so far, from what seems so desperate in many nations around the world, we as teachers must do what we can to show the precious children in our care that they are worthy of the love, respect and dignity that each and every child needs, wants and deserves to receive. I feel that it is then that these children can show others the same.
Stand up and speak out for what is just and right.

Breathe easy,
Mel

Paradigm shifts and policy changes and the right's of the child.

In this blog I will investigate and challenge the way in which children's rights are represented, reflected and advocated for in policies and schemes reflecting early childhood care and education.

Pathways to the Future, 20 Hours Free and what about the Budget Cuts?

According to the TeachNZ website, the New Zealand Labor Government launched Pathways to the Future (Ministry of Education [MOE], 2002) in 2002. Developed with Anne Meade's guidance, the intention of this strategic plan was to increase the quality of early childhood education by increasing child participation, promoting responsive reciprocal relationships and increasing the number of qualified, registered teachers to 100% in Early Childhood Education (ECE) settings by 2012.
It is suggested that UNCROC was used as a positive leverage to raise participation and quality of early childhood settings through the development of Pathways to the Future (MOE, 2002; Smith, 2007). It may be argued that through providing leverage for such a significant policy shift, UNCROC successfully aided Pathways to the Future (MOE, 2002)  to provide children with their right to an increased quality of care and education given by teachers who have rich, professional knowledge specific to the development care, and education of young children who are able to effectively implement Te Whaariki (Ministry of Education, 1996). 

This supports my belief that the implementation of Pathways to the Future (MOE, 2002) paired with the, 20 Hours Free ECE scheme launched in 2007, represented New Zealand as a nation who cared for and respected their children's rights to care and education of young children (Bushouse, 2008). 

However, although these policies and plans represented a major shift in policy and paradigm in early childhood education, thefollowing flaws were noted in the  20 Hours Free ECE scheme (Bushouse, 2008):

• 20 Hours Free was a blanket payment policy covering estimated average fees for participating families
• in which centers participating could not access further subsidies for low income families
• excluded te koohanga reo, playcentre and other parent lead services from funding
• only accessible to three and four-year-olds

It seems that because of these concerns and significant budget changes put in place by the current National Government, from 2010 the newly named 20 Hours ECE scheme extended the eligibility criteria for 20 hours funding to include five year old's and families participating in parent lead services.
 

As mentioned in the previous posting, the UNCROC committee report identified and supports the early childhood sectors plea for adequate funding for, and access to, quality early childhood care and education with knowledgeable qualified professional teachers. This recommendation suggests that the 2010 budget cuts, although deemed a necessity by the National Government, may not adequately reflect the right's of the child and consequently, I feel more concern, not for the 20 Hours ECE policy changes, but rather, how the $295 million budget cuts may effect the quality of care and education for participating children and their families.


With broken campaign promises devastating early childhood teachers, it is possible that the Government may have used the avocation of the rights of the child as political leverage (Reid, 2006) on the campaign trail while consequently putting many of the nations youngest children at risk. I feel this is of concern and that it is vital that UNCROC is legitimately used to advocate for children's rights to quality care and education.

In contrast to the retraction of funds, the National government currently claims to be investing a sum totaling 1.3billion dollars into childcare and education in the coming year.
Anne Tolley stated, that "it's vital this money is well spent to ensure the greatest number of children gain access to ECE and fully benefit from it".
In light of recent budget cuts, I wonder about the governments motive and the specifics of the investment.
I ask myself.

Where is this money going?

When it was spent?

Does this investment cover all age groups in ECE?

How is this investment going to benefit the children and families participating in all early childhood education settings?

What is the vision for the future of early childhood education in New Zealand, and how will this reflect and advocate the rights of the child?

I am left wondering if children's interests are ever truly at heart in the governments moral intent and what can teachers do to advocate for children in times such as this? 

Until next time.
Mel.

What is the UN Convention on the Right's of the Child, and what does it mean in a New Zealand context?

This post explores the background of the United Nations Convention On the Rights of the Child (UNCROC), and what this means in a New Zealand context.

 What is the Convention On the Right's of the Child?

According to Reid (2006), UNCROC was adopted by the United Nations (UN) on the 20th of  November, 1989 and came into effect in September, 1990 as the 20th State, but not the last, submitted their "instrument of ratification" (Reid, 2006, p. 115). To give instrument of ratification in an instance such as this means to confirm individual State understandings of the impact that the Convention would have on any future laws, policies, or legislation to be passed and subsequently accept the obligations that come with the Convention.

With three parts and 54 articles, the Convention specifically outlines the rights of the child and explains state ratification terms and obligations.

Interestingly, UNCROC was the first treaty of human rights to be passed which included rights of choice and empowerment (Reid, 2006). Subsequently, children were not only more protected from all forms of abuse and neglect, they were also given the power to become agents of change and I feel that this video clip effectively demonstrates this.

The Convention has received worldwide support and active implementation, with only two states, namely America and Somalia, opting not to give ratification (Muscroft 1996). According to Muscroft (1999), throughout the 1990's worldwide advocacy  for children's rights movement occurred effecting the way in which the we view and treat our children. 

This worldwide children's right's movement supported:

• the establishment of independent and government funded organizations and groups dedicated to uphold children's right's, 
• children becoming increasingly visible through changing perceptions of a global society 
• and a growing awareness of children's right's.

These positive changes and developments have been embraced in both developed and less developed countries. According to Muscroft (1999), although the challenge to educate and advocate children's right's continues, "the Convention has developed a global sense of responsibility and commitment that transcends many of the traditional barriers" (Muscroft, 1999, p. 26) and continues to support children's holistic well being worldwide. 

 

A New Zealand Context:

  Past and present government agencies such as the Children's Commissioner and the Ministry of Youth Affairs (MYA), claim to advocate for children's rights in New Zealand. Some suggest a political agenda behind these claims, deeply entrenching children's rights in New Zealand's in politics and policy making (Reid, 2006). 

Therefore, it can be argued that through claiming to advocate for children, these agencies have made children into a political commodity. 

One non-government agency, Action for Children and Youth Aotearoa (ACYA) actively promotes and advocates children's rights in Aotearoa with more emphasis on the rights of the child rather than on a possible political gain. This is visible on the ACYCA website which contains relevant, comprehensive information for children, parents, caregivers, ngaa whanau and teachers.

In the previous post it was acknowledged that the full periodical report on the rights of the child in New Zealand was released to the media in January 2011. With further investigation I have found that this release of documentation was in fact a media interpretation of the discussions preceding the release of the formal report. The formal report was available for public viewing on the ACYA website from the 7th February, 2011. On the 7th of February 2011, the Committee for the UNCROC released their full 3rd and 4th periodical report of the  concluding observations outlining the way in which the New Zealand government advocates and upholds children's rights in New Zealand.

This report recommends that the State:

• provide more comprehensive training for childcare professionals

• raise public and professional (early childhood) awareness of the Convention,

• take action to promote the views of the child as being valuable to families, education (early childhood) settings and communities,

• prioritize the elimination of violence toward children in all settings (including early childhood),

• that all children have access to quality early childhood education and care and that this care and education should at least be completely free for disadvantaged families,

• strengthen the education of professionals working with children regarding identification and support of abuse victims. This is strongly supported by Kiro and Duncanson (2006) who have identified that New Zealand has an alarmingly high mortality rate due to physical abuse and/or neglect.

The recommendations made by the Committee of UNCROC are intended to increase the safety and welfare of our nations children, and due to New Zealand's ratification of the Convention in 1993, the New Zealand government is obliged to work towards fulfilling these recommendations (Action for Children and Youth Aotearoa Incorperated, 2011; Reid, 2006).

The information found in this post makes me wonder, is our government truly taking an active initiative to protect the young children, infants and toddlers of our nation? 

  Also, what is been done to advocate for infants, toddlers and young children's rights in the early childhood setting? 

Until next time.

Breathe easy, 

Mel.

Children's rights and me: A starting point...

"There shall be peace on earth, but not until

All children daily eat their fill,

Go warmly clad against the winter wind

And learn their lessons with a tranquil mind.

And then, released from hunger, fear and need 

Regardless of their color, race or creed

Look upward smiling to their skies,

Their faith in life reflected in their eyes."

Dorothy Roigt

In January 2011, the United Nations report on children's rights in New Zealand was released in full to TVNZ. The questions and issues raised within this report, presented children's rights as a pressing social issue in New Zealand. It is apparent that these issues and questions raised directly concern early childhood education. 

With this report in mind I wonder,

• What does the UN Convention on the Rights of the Child consist of?
• What does this look like in a New Zealand context and does this convention effectively protect our children? 

 Children in a home for prisoners' children, Nepal

Photographer: Nikki Denholm

Also, in direct relation to early childhood education, 

• How well does Te Whaariki (Ministry of Education, 1996) reflect the rights of the child?
• How well do early Education (Early Childhood Services) Regulations 2008 advocate and reflect the rights of the child?
• What are the implications of recent budget cuts to early childhood education regarding children's rights?
• What can individual teachers and teams do to advocate for and uphold children's rights within the early childhood setting?

It is in the coming posts that I aim to further explore the rights of the child. In doing so, I hope to answer these and other questions with regard to the New Zealand early childhood education context.

Breathe easy,

Mel.