Children’s rights in early childhood have provided a new scope on how we view and treat young children. Additionally, since the adoption of the UNRC children are seen as human beings who deserve rights. Also, when children’s rights are realized, they are provided with a better quality of living, opportunities for healthy existence and their potentials fulfill. For instance, the thought of children’s rights is transformative, changing the relationship between children, adults and the state for children are viewed as active subjects rather than the objects of socialization and the possessions of their parents. When the European Convention on Human Rights was conscripted, children’s privileges were not considered at the forefront of the legislators and attorneys in charge. It has been pointed out that the European Convention of Human Rights fails to talk about the issue of human rights within a context suitable for children in the way established.
Impacts of social theories
Arguments on practice tend to position children and their learning in specific methods which have consequences for how educationalists instill, study and comprehend childhood developments. For instance, courses intended to organize instructors to work in the early childhood and care occupation are reinforced by various theories that relate to several characteristics of childhood growth (Davis, 2010, p.21). Further, arguments do not rise and substitute other approaches but instead correspond merging into places. Additionally, there are five theories which influence the child’s learning and development in early years. For example, there is the developmental theory which was suggested by Piaget, Steiner, Montessori, and Gardner. Additionally, this philosophies rose from the common base for childhood growth. Also, some arguments vie growth as intermittent process and support that growth involves different and discrete stages. On the contrary, other theories view development as a continuous process, and it includes ongoing and gradual changes throughout the lifespan of an individual.
For instance, one of the developmental theory outcomes is developmentally appropriate where the focus is shifted to the learning and development of a child as an individual as conflicting to the emphasis on obtaining detailed information. Through operations from this viewpoint, Goals are planned to meet the desires of a particular child. Additionally, this arrangement is often compartmentalized into specific developmental fields such as social, mental, emotional, and language. However, developmental theories are challenged for not imitating the lives of current children and their capabilities not concentrating on the societal and ethnic values that influence development. They have been defined as narrow and compelling. Moreover, there has been an argument based on how developmental concepts disseminate a discrepancy view of children. For instance, the methods have been criticized for focusing on the individual rather than the children in the societal, ethnic and administrative settings. Also, the developing principles are regarded as normative in the scope that if you do not fit in, then you must be odd. Further, children are not seen as resilient, accomplished, dynamic agents in their education. Additionally, there is an implicit view that development is universal
Socio-cultural theories
Theorists such as Rogoff, Bruner, Malaguzzi, and Vygotsky came up with these theories. For instance, the socio-cultural theories propose that educators should be in a position to comprehend the concept of child development in the background of their societies. Consequently, the prospects of child growth should not be viewed as general but as intertwined with the cultural and social environments in which children grow. Additionally, the socio-cultural outlook has significant consequences for primary childhood schooling. Further, there are two aspects of these theories which are worth behind identified. Firstly, the method is mainly traditional, and the instructors are the mediators of ethos. For instance, they view children’s activities within a situation that is intensely prejudiced by their own ethnic beliefs and traditions. Therefore children are regarded as social appetencies who see the supervision of more informed others. Secondly, the area of proximal growth reveals how developmental alteration can generate through the grownup backing, or the assistance of a more educated person, being experience over time, followed by self-governing infant development
Socio-behaviorist theory
These two theories are highly divergent, and therefore it might seem odd to group them. However, their interpretation of the child, their outlook on roles adults and their perspective on knowledge make them more thrilling when they are in juxtaposition into comparison when they are separate entities ( Mason, " Hood, 2011, p.490) For behaviorists, education is given to children by grownups while sociologists believe that understanding is practiced as we involve in life and through interrelating with others. For instance, the behaviorist child is flexible and an individual who can be molded and designed at will and ultimately a creation of the setting he or she develops in. On the contrary, the social child is inquisitive and pursuing, with a preprogrammed procedure of growth which need not be uncovered but which can be strengthened by shared experiences with other individuals. Evidently, this group of philosophers focuses on the role of aptitudes in modeling children’s conduct. Additionally, this theory is mainly teacher-directed tactic rather than child-centered. For instance, teachers choose on what to be studied by the learners and then instruct learners to undertake these tasks. Additionally, the key motivators of this kind of learning are reinforcements and motivations. Moreover, children study through having their behaviors praised and rewarded and also emulating their role models after noting how their responses have been receiving.
For instance, in the early childhood setting, teachers tend to reward positive and through identification and rewarding. Also, the less acceptable behaviors are ignored for them to be unlearned. Therefore, in such environments, children learn the desired behaviors and also get to identify the unacceptable ways of conducting themselves. Consequently, young children learn on how to respond to their surrounding through interactions with them. Pavlov, Bandura, and skimmer are some of the theorists who came up with the socio-behaviorist theories
Critical theories
Evidently, as noted in the early childhood framework, the critical theory invites the early childhood instructors to challenge conventions about the programme and also identify how their choices may impact children contrarily. Additionally, critical theories enable instructors to think of ways of making changes enhance practice. However, this theory might expose the teachers to the Concealed Curriculum which can be as a result of cultural, social and governmental aspects of instruction and learning. Also, instructors working in critical perspectives are invigorated to inquiry the learners what goes around their environment and for what reasons. Through asking the why questions, chances for teachers to deal with matters of social diversity and differences are opened. Additionally, educators are encouraged to ask questions like what decisions in their daily lives can children have an input. Also, questions such as who makes choices concerning what to be studied in early childhood should be considered. Consequently, by relying on the critical theories, educators are in a position to highlight ignored belief, understandings, and assumptions that could be existing in their training and learning choices they make
Post-structuralism theory
This viewpoint means considering that there are numerous and disputed methods of knowledge. Additionally, young children are viewed to have agency and can impact their individual lives. For instance, this theory challenges other concepts of socialization growth because youngsters have multifaceted unstable identifies as they move between and interact with different societal groups (Gillett-Swan, " Coppock, 2016, p.141). However, instructor’s choices on which discourses to take are limited by those that have been exposed. Discourses prevalent in our societies today are very powerful because they are supported by the government, institutions and also the media. For instance, how we define childhood influences how we work and relate towards the children. When discerning about the most fundamental theories, the educator’s guideline to the early learning framework suggests some questions. For example, educators should be in a position to ask themselves how the theory of poststructuralist contributes to or limits the ways of knowing children and supporting their learning. Also, they should ask themselves what variations in pedagogics could be made to answer this kind of questions. Also, concerning gender, theorists could claim that numerous strategies remain unsuccessful because they do not address the dynamic relations between boys and girls
A Review of the UNCRC
The essential right is the right to possess civil rights, and there are many different and varied understanding as to what establishes the rights of children. For instance, the release of the United Nations Convention on the Rights of the Child in nineteen eighty-nine provoked the question about what the term childhood rights meant in real life and philosophy (Tisdall, " Punch, 2012, p.249)Rights are often multifaceted self-improving statements that resist simple classification. Also, sensitivities of children’s rights depend on how childhood is built and children’s abilities to practice determination. Further, there are nowhere childhood ends or in some instances begins. At one point, children’s rights are alleged as diverting from adults in precise parents’ rights. For instance, some activists sensitive to human rights claim that the government reduces the roles of caregivers by allowing growing children to have opinions on matters that concern them. Moreover, some advocates champion supporting and consulting children in all aspects that concern them
For instance, listening to children can be understood as a legal move that bonds the children with the political civilization and an act that inspires children’s involvement in the public. Moreover, consulting permits the views to be measured and has a perspective of generating understanding and consciousness in instructive settings and the public area in general (Malone, ", Hartung, 2010, p.25) (. Additionally, listening to the child’s voice involves the child being heard and being listened to, the right to express opinions, the right to contest, question, test, and debate translate to urgency. The continuing observations of kids and children as young destitute and susceptible is occasionally used as a justification not to ask the children’s views and consequently, this refutes them the right to convey their opinions. Further, young children are eligible for grownup sustenance and defense which comprises their rights to have their simple requirements delivered. The tension between basic wants and rights is fixed with a substitute life dialogue that focuses on what makes a lifespan valuable and indirectly supports infant’s rights.
Additionally, children rights have been subordinate as performing in the infants best welfares, on children’s ability and capability and guarding the rights of a holder in the future. Moreover, one way to define rights is by identifying the interests that the rights protected. This definition suggests that the infant is the rights holder and the adults should be the executors of this rights. The child is viewed as a civilian permitted to rights validated by the humanity’s statutory framework but not necessarily capable of exercising their rights (Therborn 1993 p.291) For instance, they cannot participate in decisions that affect them in the same way as adults. For example, enrolling in early childhood services is usually a decision made by the adult based on what is the child’s best interest. Because of the age, grown-ups are responsible for acting on behalf of the children. Moreover, parents support the caretaker thesis because they know their children and all are in best position to judge what is in the best interests of their young ones
However, specialist’s advice that young children should be consulted is small issues such as what they want to eat also clothes they want to wear. For instance, children cannot be conferred insignificant matters such as where to live for it is every adult’s responsibility to decide. Also, experts’ advice that it is important to impose limitations on children’s options for their advantage. Consequently, there are situations whereby adults are entitled to make decisions without involving the children. For example in situations whereby a child does not want to go to school or in cases whereby the child is ailing and needs urgent treatment. For instance, most children say that they feel underestimated by adults for because they are too little and wish they had more to say. However, some children understand boundaries and limits set to their advantage. Also, some children describe their lives as controlled by restrictions for they are always entitled to ask for permission from parents and caregivers whenever they want to do anything.
Further, for an individual to be labeled as a rights holder, he or she has to express his or her freedom of choice. For instance, many have the matter as sticky especially for infants who are not in a position to make their decisions. Additionally, the choice thesis involves two or more parties, and in this case, the affected group is most likely to be the parents and the caregivers. Perception of children’s rights to choose will undermine the parent’s authority, and family values are not uncommon. Also, most children end up being rebellious to their parents and caregivers for they do not recognize the power of their parents. Consequently, bodies such as the United Nations Rights on a Child were established to oversee the proper execution of children’s rights. Additionally, The Children’s Law Centre which was found in December nineteen ninety-seven focusses on the essential aspects of instruction, children under attention and those exiting care, youthful fairness, judgment and the provision of human privileges to infants.
According to the convention on the rights of a child, Article thirty-one states that play and recreation are essential aspects of the life of an infant. For instance, they contribute to the health of children, promote imagination and contribute to the overall learning of children. Also, play and recreation enable children to regain emotional balance and also improve their abilities to negotiate with their peers (Mbise, 2017, p.1234). Consequently, during recreation and play children can learn how to resolve conflicts amongst their peers and make decisions by themselves. Moreover, during their indulgent in recreational activities, children learn to interact with environs near them, try out new concepts, roles and skills and in the process, they learn to comprehend and create their social positions inside their worlds. For instance, play and recreation activities can take place when children are on their own, together with age mates or with the supervision and support of their parents or their caregivers. Consequently, when loving and caring parents involve themselves in supervising their kids, it creates a good relationship and respect between the generations
Additionally, leisure activity is a word used to define actions such as art, music, sporting and leisure pursuits. For instance, this is activities willingly selected by the children possibly because of the immediate fulfillment they offer, or they perceive that individual and social contentment can be realized through them. Also, the convention on the rights of a child stresses that the age of a child should be taken into account when choosing their leisure activities. The degree of adult, oversight, and commitment should be deliberated to ensure children are protected entirely from risky situations. However, some challenges hinder the right to play a recreation from being achieved. For instance, in some countries, they perceive play and recreation as unproductive activities of no value. Most parent, caregivers and public administrators lay more emphasis on studies since the perceive play as noisy intrusive and dirty.
Also, hazardous and filthy environments deter children from participating in play and leisure activities. The majority of world’s most impoverished children face physical threats such as open drainage systems, contaminated water, traffic snarl-ups and even insufficient lighting in their areas of residence. Additionally, some social factors such as abductions, rape, increased violence, and crime can affect children’s play and recreational actives. For instance, children are not safe and secure while playing in open parks, playgrounds, and sports amenities.
Also, participation in the community’s social events is essential since children can feel a sense of belonging. Consequently, children can experience the ethnic and creative beliefs of their clans, community, and society and through that discover and develop their understanding of possession. Additionally, children can transform their cultures through plays, songs, dances and also paintings. For instance, social institutions such as schools should host festivals whereby children can showcase their cultures (Federle, 2011, p.477) Also, through interactions with their peers, children can share their secret codes, languages, games, and fantasies. Moreover, leisure activities develop a culture of childhood from games played in schools and those conducted in the streets such as marble games and street runs. Indulgent in cultural events is essential for establishing children’s understanding not only of their cultures but also they can broaden their horizons and learn from other traditional and artistic cultures. Therefore, they can contribute towards mutual understanding and appreciation of their own and even different cultures. Consequently, no child should be denied to access the creations and benefits of civilization.
Conclusion
Further, it is essential to give children a dose of religious studies early on for it is a critical aspect of who we are. For instance, this can be achieved through taking children to Sunday school and madrasas. Moreover, children can define their characters through religion since they can distinguish right from wrong and their morals are well established. Consequently, religious studies either in churches or mosques help teenagers especially adolescents to practice self-control (Wyness, 2016, p.350) For instance, spiritual children can find the strength to overcome harmful experiments such as sexual indulgements, drug and substance abuse and illicit activities. Also, when children are exposed to religion and positive influences at a tender age, they can deal to deal with life situations more easily as adults. Additionally, religious education in school setups not only contributes to the personal reflection and growth of a child but also heightens respect for the belief of others, therefore, creating a cohesive society. Correspondently, religion is also crucial because religious networks support parents which improves their parenting skills. Consequently, Christian organizations play the role of boosting parenting more than the secular organizations designed to do the same task.
References
Davis, J.M., 2010. What is early childhood education for sustainability? In Young children and the environment: Early learning for sustainability (pp. 21-42). Cambridge University Press.
Federle, K.H., 2011. Rights flow downhill. In Children’s Rights: Progress and Perspectives (pp. 447-476). Brill.
Gillett-Swan, J.K. and Coppock, V., 2016. The Future of Children's Rights, Educational Research and the UNCRC in a Digital World: possibilities and prospects. In Children's Rights, Educational Research and the UNCRC: past, present and future (pp. 141-159). Symposium Books.
Malone, K. and Hartung, C., 2010. Challenges of participatory practice with children. A handbook of children and young people’s participation: Perspectives from theory and practice, pp.24-38.
Mason, J. and Hood, S., 2011. Exploring issues of children as actors in social research. Children and Youth Services Review, 33(4), pp.490-495.
Mbise, A.T., 2017. The diffusion of the United Nations Convention on the Rights of the Child (UNCRC) more than the African Charter on the Rights and Welfare of the Child(ACRWC) in Africa: The influence of coercion and emulation. International Social Work, 60(5), pp.1233-1243
Tisdall, E.K.M. and Punch, S., 2012. Not so ‘new’? Looking critically at childhood studies. Children's geographies, 10(3), pp.249-264.
Wyness, M., 2016. Childhood, human rights and adversity: the case of children and military conflict. Children " Society, 30(5), pp.345-355.
