The United Nations Convention On The Rights Of The Child

In this essay i will be discussing equality amongst children, inclusion, inclusiveness and diversity and how to put these things mentioned into practise when working with children and young people.

In this paper I will show my research on how theories of education have changed thought the years and how teachers and students adapt to these changes. With the changes in multicultural classrooms and how students with disabilities have rights in public education.

For a child to understand the world, he/she will understand that people have different beliefs, colour skin and religion, the world and technology. A child will also learn other children’s names, talk about family and friends. This has a huge impact on a child’s social development; they will have awareness of the world and the people around them, and therefore are able to confidently make new friends as they go through transitions such as moving schools. It is important that children and young people are given the opportunity to speak about themselves, their lives at home and also listen to others, and this gives them a perspective on the fact that everybody does different things, others’ lives differ to theirs and this is something that needs to be recognised and respected and not judged.

It is important to respect, understand and include a child’s culture as it helps each child feel a sense of being, becoming and belonging. Knowing about each child’s cultural identity will also help you to promote an equitable environment by building trusting and responsive relationships with children and their families and to demonstrate acceptance of diverse family structures and perspectives (OpenSpace, 3.2.1). For education and care services, understanding and valuing cultural diversity is key to countering racism in our services and community. Including a child’s culture into the centres environment gives the individual child a chance to grow with their culture and to include the other children in it. Showing children an individual child’s

"All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience challenging and enjoyable programme of learning and development." (Statutory Framework 1.15)

According to the National Association for the Education of Young Children NAEYC) recommendations emphasize that early childhood programs are accountable for creating a welcoming environment. The environment should respect diversity, supports children’s ties to their families and community. It should also support both second language acquisition, children home language, as well as cultural identities. Linguistic and cultural diversity is an advantage, not a deficit, for young children. As stated in the DEC/NAEYC joint position statement, the inclusion contributes to how every child with or without disabilities is developing and learning to reach their full potential. However, this can benefit to young children and their family to experience

So is important that we, critically, self-assess our attitudes and values, to find out what is necessary to improve or to change, towards a better understanding of the school diversity, a better awareness of possible barriers and how to face them, in a way to promote inclusion on school environment. Not making suppositions about children and young people and have a wider knowledge about their backgrounds, interests, abilities, individual needs and positive attributes, will help us to provide more efficient, suitable and personalised support for them. Is also important, to take in to account, at all the time, the importance of that diversity and the ways to avoid discrimination. Schools (in their policies) and we, as component part of the school, have the duty to guarantee that, anti-discriminatory practice (and not discrimination), is promoted.

The UN Convention on the rights of the child article 28 says that ''Every child has the right to an education'' article 2 says'' The convention applies to every child whatever their ethnicity, gender, religion, abilities, whatever they think or say, no matter what type of family they come from''. Schools have a duty to adhere to this legislation, they way that they do this is by adopting anti-discriminatory and inclusive practices. In order for us to promote these practices we must firstly understand how they impact on children and young people and what would happen if we did not promote them.

The UN Convention on the Rights of the Child, illuminates the essential rights that all children have. According to the Convention, each child has the privilege of education, it is the state 's obligation to guarantee that essential education is free and necessary, to allow distinctive types of secondary training, including general and professional training and to make them open to each child and to make advanced education accessible (United Nations, 1990). But as indicated by UNICEF, an expected 93 million kids on the planet don 't get the chance to go to school, the majority whom are girls. A large part of these children are poor and their families can 't stand to send them to school. They should work to help their families survive. Others, for the most part, young girls don 't go to school since they need to help at home. However, without an education, children and families are forced to lead an existence in poverty (UNICEF, 2015).

Julie- educator 2 is a white Australian female in her late 20’s. She is a qualified group leader currently working in a Kindy room with children aged 2.5- 2.5 years; she is also assistant director (2IC) of her centre that she has worked at for the past ten years. The interview was a one on one scenario, conducted in her staff room after work, the interview was recorded. Both educators signed a letter of consent to participate in this research project, allowing the interviewee to explore the educators’ experiences and personal beliefs in relation to diversity and difference with the families and children in their centres.(As seen in Appendix 1 & 2). Key aspects and issues in relation to families, diversity and difference were considered essential data to be analysed for this research report.

It is important to respect and understand a child and their families culture because if educators don’t it can make it difficult for families to feel a sense of belonging to the centre. As educators it is important for us to help families and their children develop a cultural identity and sense of belonging but it is important we don’t change the families parenting style, we just assist them in any way we can. It helps children feel positive about their culture if they feel a sense of belonging within a child care, school and community. Educators can use the internet and community to learn more about the languages, traditions, beliefs and values of the children’s cultures so that they can help the children feel more positive about their culture

Build explanatory frameworks that enable you to understand, problematize and intervene in the promotion of children's human development according to the needs of learners and their socio-cultural and educational contexts where it develops their teaching, taking a perspective of diversity, inclusion, fairness and respect for the rights of

It is important to adopt a human rights approach to care and education in practice as children are looked upon as vunerable in society as they cannot express or defend themselves, therefore they need us to do that for them. Every child is equal no matter what gender, ethnicity, religion, language or ability. Because of this, every child should have their rights valued and respected in a care and education practice. Not only is it upto the carer in education practice to make sure that a human rights approach is adopted, but it is upto everyone. Many people say that being in school/nursery is the best years of their lives therefore it is upto us to make sure that in a care or education practice that a human rights approach is taken to ensure that this is the same for all children. It is important to adopt a human rights approach so that all children are developing and learning to their full potential. Also, when at school/nursery, the way others act towards you could impact on how you act towards others. Therefore, by making sure the children are meeting their rights will then hopefully make sure that they will make sure others do.

This Essay will be discussing the issues of inequality in early years and why it is important, how it impacts young children and adult 's experiences in their settings, the areas of inequality that I will be focus on is special educational needs, identity and family and diversity. To support this discussion, I will use different readings and my practice as a practitioner.  All observation that occur should be in the child’s best interest and not cause any harm to the child. I will make sure the child’s confidentiality will be kept by the use of non-identifying information. No staff, parents or the nursery shall be identified by their real name. parents should be allowed at any time to see observations that have be made.

Children with intellectual disabilities go to school without knowledge of using the rest room on their own. We teach them for a long time until they know. They are discriminated at home as incapable of anything from childhood. They lock them in without any hope of contributing in the family. If a child with disability is a girl, no hope that she will be married and bring money or dowry at home. If parents had power for death arrangements, children with disabilities would be voted to die first before the rest of the family. Living with children with disabilities requires a strong heart[…]. No one wants to take care of a child with disabilities […]. Even when we teach children them, our fellow teachers ask us, why do you like to work with children with disabilities? Do you receive extra allowance for teaching them? They tell us: “I cannot afford to deal with them. Staying with them, I will be spitting all time, and I would not be able to eat.” I consider these children as the poorest of the poor compared to children coming from rural areas.