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