Critically analyse Hart’s Ladder of Participation.
What are the types of decisions children and young people can be involved in, and what is the link between the children and the adults when the participatory approach is put into practice? When should adults be more active in guiding children, and when should they step back and allow the children to work autonomously? Roger Hart (1992) developed a model, the Ladder of participation, which is made up from eight steps, each step indicate increasing degrees of pupil participation and dissimilar forms of cooperation with adults. The three lowest steps on the ladder of participation are called the “non-participation” steps , and they strongly state that many projects claiming to engage
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Throughout group working and appropriate support of facilitation, children may be able to negotiate ‘new kinds of relationships and partnerships’ as suggested by O 'Kane (2002).
Cases involving children as participants enjoy better efficiency and effectiveness. Children’s participation is considered to lead to better decision-making, whether this is in relation to projects that are interested on issues of specific concern to the children (Lansdown, 2003) or within development processes in the wider society (Phillips, 2000).
Additionally, in some people’s view, functioning with children may be the most successful way of bringing out issues of concern within the society as a whole since the young are less self-conscious in their discussion of matters. It is usually supposed that the Unite Nations Convention on the Rights of the Child (UNCRC) provides an apparent support for children 's participation.
Actually, this issue has been questioned by quite a few commentators. It is pointed out, for instance, that the reference in Article 12 to children’s developing capacities and the proclamation in Article 3 about children’s ‘best interests’ both offer valuable grounds for adults to take priority over the expressed ideas and wishes of children ( Cantwell, 1998; Liebel,2000). It can be said that the UNCRC provides ‘a new vision of children’. It combines the recognisable view of the
The UNCRC of 1989 was signed by all countries apart from the USA and Somalia and entitles children to forty rights. This promotes pupil wellbeing as it states they have the ‘right to the enjoyment of the highest attainable standard of health’ (article 24) and promotes achievement as it states that all children are
Explain the importance of promoting the rights of all children and young people to participation and equality of access.
The convention on the rights of the child 1989- The Convention's objective is to protect children from discrimination, neglect and abuse. It is the principal children's treaty, covering a full range of civil, political, economic, social and cultural rights. It grants rights for children in peacetime as well as during armed conflict, and provides for the implementation of those rights. It can promote anti-discriminatory practice by giving children protection and rights. It can also make sure that children will be given somewhere safe to be; not near any war zones and hazardous areas which could cause ill- health.
The United Nations convention on the rights of the child is to promote all aspects for the care, development and education of children, non discrimination on the grounds of gender, religion, disability, language, ethnic/social origin, civil and political rights, economic, social, cultural and protective rights.
The UN Convention on the Rights of the Child is there for the rights of children should allow children priority
The rights of all children & young people are stated in the United Nations Convention on the Rights of the Child
The UNCRC have 54 articles that outline and define the rights of children, some of which are;
2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development
The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has
The United Nations Convention on the rights of a child (1989) is a treaty that sets out the rights and freedoms of all children in a set of 54 articles.
- The United Nations Convention on the rights of children (UNCRC) states that all children have voices and have the right to be heard, whether this is regarding activities they are doing or what is happening in their lives both in school and at home, the should be allowed to express their feelings and opinions. It also states that children have the right to be protected from all forms of physical, mental and sexual abuse as well as neglect.
Effectively supporting children with realistic responses to their questions, ideas, suggestions and concerns is essential to developing their communication skills; you should put aside your own feelings
1.2 Describe the importance of supporting the rights of all children and young people to participation and
Working together to Safeguard Children (2010) sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004. Working Together is addressed to practitioners and frontline managers who have particular responsibilities for safeguarding and promoting the welfare of children, and to senior and operational managers in: