Childrens Theories of Their Rights and the Rights of Others - Assignment Example

Children’s theories of their Rights and the Rights of Others Through listening to young children speak through an interview; we can evaluate their theories on issues on their rights. It is important to recognize that, children are human beings and, they already have as much rights and freedoms as all human beings Posses: Every individual regardless of age and social status, is born free and equal in self-worth and rights (Freeman, 2000) In many forums, theories have been suggested as that process by which a self-identity is formed. Therefore this document will review some of these theories and further discuss ways in which self-identity bring about the development of a personal value system. Any children’s right forums should relate existing human rights law to the particular circumstances of these children and develop existing laws to meet the specific needs of vulnerable children. It is the responsibility and rights of parents and educators to offer guidance in the implementation of rights of these children. They must develop an approach that, takes into account the child’s evolving capacities, such as age and self-realization. Self-identity can be explained as the descriptive characteristics, abilities, qualities, of a person. (Freeman, 2000) Introduction Listening to children talk about their right and rights of other, there is need to put in place more active ways of particularly identifying children’s views, mainly when it comes to conducting a research and educational practices. Children, and in particular young ones, should be allowed to express their views in any way possible even through children’s activities like drawing and orally. The meanings young ones attach to their experiences are rarely the meanings that the adults in charge of them would ascribe. (Bandman, 1999) The session will focus on the importance of understanding how children construct and develop their own sense of what their rights are and in what way they develop a sense of belonging within the community and family they come from. It will scrutinize the importance of early experiences in relation to their self-worth. The connection among the vision, belonging, and the shaping of children’s identity will be discussed, including the areas of attachment, social- cultural heritage, developing experiences and progressive relationship structure will be explored. Interviewing children A seven-year-old Boy - Interviewed Johnny is a seven-year-old boy in a kindergarten school, he is from a humble background, as the first-born child of four boys, and one girl he is curious about his surroundings. At this age, he can ask questions and seek answers about things he encounter and even his friends who he would meet. This is the time they take pride in sharing most of what he knows. Johnny has challenging sense of adventure, and quest for information. Mentoring other children such his younger siblings is more evident as they show off their freshly acquired knowledge and skills. He is suitable for this interview, because he continues to form close relationships with people around him, including educators. He is in the process of developing a strong sense of empathy fairness and morals. Interviews with Jonny Child’s name: Jonny date: Age: 7 years Sex: Male Case Manager: Teacher Explaining to the child what right is “Rights are like getting, doing, giving what is fair to one another” Explain to the child that he/she will answer your questions and draw their feelings on a piece of paper. Meaning of rights Teacher: What is a right Jonny? Jonny: mmmm being fair as you said (recalling what you explained earlier) Teacher: Well, What are your rights? Jonny: mmmm I do not know. (He may not understand or connect immediately with the meaning of right) Teacher: What if your Mom does not give you breakfast mmmmm would that be right? Jonny: No, she will give me food, give my brother and sister too, but it will be unfair if she does not (right to food) Teacher: What if they go far away and left you here Jonny? Jonny: That would be unfair, what about my daddy. He will come and take us with him (this is the right to security). Teacher: What are other things you have seen unfair at home? Jonny: mmmm not much, but when my daddy spanks me for nothing, just because my small brother lied that I took his toy. (Right to be heard by the parents. Teacher: can you draw for me your house? Jonny: okay, look at this this my bed, mom is coming home, she is carrying some cloths for us and chocolate (sense of worth and belonging is brought by the drawing) Teacher: You will give me some chocolate mmm bye. Jonny: Byeee Figure 1 drawing this shows the right to belong to a family End of interview The interview was conducted in a friendly environment of the nursery school. This was done with the aim of collecting favorable information about how this particular group of children of this age perceived their right and rights of others around them. The interview started at 8.00 am. This interview is going to talk about rights of a 7-year-old boy and the rights of others close to them. During the interview, the children would be asked by the teacher to draw their theories about rights & citizenship. Eight year old Girl-Interviewed Penny is a girl that will participate in the interview, she is always very cheerful. Penny is from a well-off family. She makes the best choices in life at her age. This is because at this age her emotional development has evolved at a deeper level than 7 year olds have. She is capable of showing true emotions to bear with someone feelings or often manipulating their thoughts through a problem or a situation without supervision by adults. (Bandman, 1999) At this age, they tend to be more private in their thoughts, and parents may advocate that their child keep a diary to record down the thoughts they have. While parents should respect their child’s request for privacy, there are some matters -- such as going online or conflicts with friends -- that should be handled with a parent’s guidance, monitoring, and support... Child’s name: Jenny date: Age: 8 years Sex: Female Case Manager: Teacher Explaining to the child what right is “Rights are like getting, doing, giving what is fair to one another”, Rights are what people need to have to live a happy and confortable life. Explain to the child that he/she will answer your questions and draw their feelings on a piece of paper. Meaning of rights Teacher: What is a right Penny? Penny: Is to have good manners (conscious about the behavior) Teacher: Well, What are your rights as Miss Jenny? Penny: well, I should be a good girl, work hard in school. (Right to education, responsibility) Teacher: Sara is your best friend, why is she not going to school. Penny: her parents did not pay her tuition fee, (right to food) Teacher: is that right, for her not to go to school? Penny: No not really? Teacher: Why? Penny: She will not get a good job. Like my aunty. In fact, I will tell my daddy to help her go to school. Teacher: is it her right to go to school? Penny: Yes, all my friends go to school except Sarah, I feel sorry for her (emotions and feelings Teacher: why don’t we go see her? Penny: okay, let us go now. End of interview Figure 2Drawing showing the right to love and security Interview analysis The children interview took place in a non-threatening atmosphere, in order to collect data and information about how this particular group of young children articulates the theories on their rights and the rights of others who are close to them. There was a set agenda of well-structured questions that the children were to be asked, but they were free to express themselves in whichever way they want. Children were allowed to draw and would pay attention on what was being asked; in some instances, it seemed clear that the children had a very slight knowledge about the rights. Although, when the teacher introduced the word unfairness, they began to understand what rights are in their context. The Interviews was conducted at place in a nursery school and lasted 30 minutes. This was during the normal school routine and various classrooms were used according to their availability. Although at that point, the time and place seemed appropriate and convenient for the Children. (Giacopini, 2009) Listen to Jenny and she answers their questions, and to analyze the findings it would they help educators and other stakeholders to inculcating of a sense of identity into these children. Children know that they have a right of protection, right to food and education. The educators, and parents therefore needs to use all available means to advocate for and more so provide this kind of rights . Jenny puts it from the first interview. He indicated that “it is unfair if my daddy to leave us her” Children understanding their rights and those of others around them As the children‘s responses are discussed here, one may begin to see the children’s ability to understand what they were saying and the level of thinking. Children of these age range have a lot of awareness of others rights, more so their feelings and sense of empathy could be clearly seen. They feel very sorry when their close friends fail to attend school just as they do. There is an indication of obvious linkage between rights and empathy, and by how they relates to the experiences of these children. Looking at their gender, backgrounds, and experiences, .it begs the questions, is rights something that is subjectivity or is they universal. Evidently, it can be seen that rights are more of universal for basic elements such as shelter, nutrition, affection, care, family bonding, and education. Remarkably, girls feel strongly that others should be given the same opportunities like them, unfortunately finds it hard to understand why children treated the same. (DeLamater, 2003) From the interviews, it is clear that there are many questions about the relationship between values, rights, advocacy, experience, and empathy. All educators have to ask themselves how to create these opportunities for the children and their families. UN bodies such as UNICEF have made it clear that their mission is to strongly advocate for safeguarding the children’s rights. They must see into it that they meet their basic needs and to increase their opportunities to realize their maximum potential. . These organizations set minimum privileges, and liberties that should be respected by any government. This agreement seeks to established mutual respect for the dignity and worth of each individual, regardless of origins, gender, race, opinions, color, language, religion, wealth, ability or birth conditions and these must apply to everyone all over the world. With these rights comes the responsibility on both governments and rights organization How to development of a sense of identity Growing Social and Emotional Growth is the key to any childs rights and development is explicitly connected to their self-identity and images of themselves as competent member of the society. As early childhood educators, it is important to consider how their programs can react to this and give opportunities for children to achieve a progressive self-identity, aptitude, and understanding in order to reach their best potential. Educators’ role on advocating for the rights of the children Most educators passive this right as universal but how they interpret them is subject to personal circumstances. All children must access to education, and mostly a global education that offers them awareness of things outside their immediate environment. These will put them a position of influence so that they can make a difference in the society. By putting a quality program for children, which eventually will be linked to the way it creates and cultivates a positive sense of self-worth. Educators should be able to building self-esteem within a delicate and genuine context. All development and self-worth will be influenced by how the children perceive themselves. Not only is it essential that we let the children to see themselves as important member of the society, but that they also look at their vulnerability in the society. All early childhood teachers at any level of their work must show ability to retain a resilient and unwavering sense of advocacy for right of the children. As well, able professionals who are devoted to fair treatment of young people, they should seek to uphold justice through combating these social inequities as evident in most school practice. (Bandman, 1999) They can demonstrate the concept of child advocacy as a personal call and responsibility for other peoples children--a call that is demanding and involving. They should be aware that there is also the possibility of professional risk. They must remain committed in the face of failure or frustration. Teachers can maintain an unwavering focus on child advocacy that surpasses resistance or failure by incorporating efficient ethical analysis on how they perceive challenges, value crusading for and dialogue about what is right and fair for children and honoring the different backgrounds of children through intensive everyday professional practice. Children’s well-being must be the ultimate goal. In performing the duty of care in relative to child right protection and children comfort, educators are often preoccupied by the risk assessment. The learning institutions must ensure that each staff member should be made aware of some indicators of child neglect and mistreatment. There should be procedures, policies, and legal mechanism about reporting occurrences of child abuse and neglect .Most if this information must be handling with a lot of sensitivity and confidentiality. The authorities should put in place legislative guidelines to parents and teachers on their role and obligation in making sure the children are safe. The educators can join with other childcare workers to share practical information that would assist in helping children to handle their internal and intrapersonal conflicts. They need to identify how conflicts can be the foundation of something fresh and decent. Children interacting can easily build listening to each other and doing things together, peace. As professionals, must understand that children who have bad experiences in the early part of their life can have a lasting effect on their growth and development. They are more likely to experience behavioral and learning difficulty. This group is more vulnerable to child abuses and social disorder. (Giacopini, 2009) The educator should identify how active involvement in early childhood activities enables vulnerable children to experience positive attitude and self-confidence. Caretakers should development elaborate plans to accord all children the best start in life. Conclusion Looking at all these we can conclude that middle childhood is a significant period when the sense of who they is well developed; they can control what they can be and how to deal with how others perceive them. This is the period where the focus of their daily routine in life is on school and their sense of identity is closely tied to school friends and peers. (Bandman, 1999) It is worth noting that so long as children feel safe and protected, they interact with the world more confidently, manage their feelings and emotions, and build strong meaningful relationships. The way they view the world is more constructively and with very high self-esteem. Many researchers have shown that, a secure attachment with an understanding, concerned adult can assist young children cope effectively with difficulties and challenges they face in life... Reference Bandman, B. (1999). Childrens Right to Freedom, Care, and Enlightenment. Routledge. DeLamater, J. (2003). Handbook of Social Psychology. Springer. E, G. (2009). The right to beauty and the right to language in the Municipal Infant-toddler Center and Schools Reggie Emmilia. Landscape of rights biannual conference of the Reggio Emilia Austrailia Information exchange. Reggio Emilia. Freeman, M. (2000). The Future of Childrens Rights,. Children & Society. Giacopini, E. (2009). Jouney Into the rights Of Children. Reggio Emilia. Read More