Every Child Matters Essay

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There is no duty more important than ensuring that children’s rights are respected, that their welfare is protected, that their lives are free from fear and that they can grow up in peace. Kofi Annan, the 7th Secretary-General of the United Nations

The aim of this paper is to review and critically analyse the Every Child Matters (DfES, 2003) framework as well as to discuss the impact of Every Child Matters agenda on a specific role within an educational setting. For this purpose, information was gathered through elements of practitioner-based research and observations along with the study and analysis of materials presented in books, research journals and professional publications, so as to evaluate
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The study suggests that Every Child Matters has indicated the emergence of the notions of “a child” and “childhood” as the central subjects in New Labour’s social policy. Recently Gordon Brown declared: “Nothing is more important to the future of our whole country than that, with the best schooling, services and financial support, every child has the chance to develop their potential.” (Guardian, 2003: 19)
Similarly, former Prime Minister Tony Blair stated: “For most parents, our children are everything to us: our hopes, our ambitions, our future.” (DfES, 2003: 1)
The above claims suggest that children today are no longer seen as incomplete adults not yet able to participate in social life, but as “co-constructors of childhood and society” (Qvortrup, 1994: 14) In the same context, Moss and Petrie (2002: 40), talk about it being “time to welcome children as young citizens, equal stakeholders with adults” and state that “the child has a voice to be listened to” (ibid: 101). However, it is important to acknowledge that this notion of childhood does not seem to be the only one that shapes the status of children in the sphere of political and economic priorities. Tomplinson (2008) uses an example of Home Office activity linked to the Anti-Social Behaviour Order (ASBO), which is being
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