EEP417: Rights of the Child - International Protocol for Children Rights

EEP417 Rights of the Child

Assessment 2

Play is a universal activity which is followed universally for the rights of all children, especially for the children belonging to the age group of 0-5 years. It is an activity which is controlled and organized by children themselves. Play can have infinite number of forms as it includes exercises of autonomy, which can help children to stay physically as well as mentally active. These forms keep on changing all throughout the course of childhood. pooker and Woodhead (2013) reveals that fun, insecurity, challenges, flexibility and non-productivity are the key features of play. All these factors contribute to the pleasure it produces and therefore encourage people to continue to play . This essay discusses the role of local government on UNCRC, right to play, role of EYLF and its guidance, importance of play and concept of play as pedagogy.

Play has a vital role in developing early year childrens resilience across adaptive systems like pleasure, emotion regulation, stress response systems, peer and place attachments, learning and creativity. Children must be free from stress, physical danger, violence and discrimination. Moreover, they need proper time and space. They must be having access to natural environments as well as material resources. They also require adults to surround them and support them for every play activities. Thus, government must act to encourage as well as promote these conditions (pooker amp Woodhead, 2013). The United Nations Convention on the Rights of the Child (UNCRC) is an international protocol that sets rights for children. It works to ping together all the benefits as well as for protection of all children. Moreover, it proclaims that, human rights that are present in other convention also equally apply for children. Under such convention, all the basic needs and protection of children in terms of their health, education, nutrition and other exposures are provided by the local government through basic standards of the protocol. It was acquired by the United Nations in the year of 1989 for protecting child and their best preferences. It also makes sure that every single child receives equal rights in terms of their life, growth and their survival. Every local state government have their own responsibilities to serve the children with everything that comes under UNCRC, as regular basis reports that are prepared by the United Nation Committee for Rights of Children.

Right to play is a significant matter of policy, as play is a right which is of developmental significance for children from the age group of 0-5. For example if playing can be considered as a right, so childrens right to play is a convention that must be recognised, as well as protected by the UNCRC. As this serves as public benefit, so the government must take all the responsibilities and significant measures for recognising, respecting and promoting childrens right for playing (Martin, 2017). It specifies me that every child has their right to freedom and rest. They have their right to engage themselves in recreational activities and freely participate in life full of culture and arts. Thus the right to play is recognized as well as protected which as a result help children in enriching their life. Learning through play has been considered as a significant feature which differentiates it from other educational sectors for early childhood and their education.

The Australias first national Early Years Learning Framework (EYLF) focuses on to learning and teaching that are based on play. It allows the children to play under the rights and principles of the UNCRC. For example the EYLF helps in creating an atmosphere of learning through which children get senses about their social world, as they actively indulge themselves with people, objects as well as representations (Department of Education, Employment and Workplace Relations, 2009). This helped me in understanding that social play enables children for developing sense of belongings within a group as they start communicating with each other and learn about positive social interaction. Children develop positive sense with the help of experiences that they achieve from their early play. This allows them to feel competent and confident as a learner.

According to pooker et al. (2013), play has an integral role in the growth of children in almost every aspect. It helps in acquiring early skills as well as competencies among children. Many researches from the last half century has emphasised on different ways that contributed for the development and growth of children. For example according to Gnc and Gaskins (2007), it has been noticed that children from a very young age develop physical as well as social skills by discovering and playing games with their friends and siblings, especially children belonging to the age group of 0-5. As a result, playing in school as well as in family settings have been encouraged by parents, as well as teachers for promoting every aspect of childrens growth and development. Thus, every sort of games, starting from peek-a-boo, as well as, catching games to all sports for older children and board games can be observed as contribution to the increase in childrens growth as well as their skills. Childrens social world and their cultural organization also identify their play partners. Playing solo or with same aged peers, or parents, can ping with several and different opportunities for children for involving in social exchanges. Playing at home under the supervision of any adult or playing somewhere out in an unsupervised group also results in different experiences among children.

According to Gaskins and Miller (2009), whenever children are under stress then play might become an important source for their emotional regulation. Identifying its cultural foundation can help in understanding the complicacy among childrens play. In societies that are rural and traditional, small children intimate and notice their parents as well as their siblings activities. For example A young girl of 3 plays by emulating her mother as well her sister. Her family is unable to play with her as they remain busy with their works, so she keeps imitating them because it is playful and also potentially useful to her. Their playful activity is not definite from the work which they attempt to handle. In my opinion in almost every situation the older members of their house or community must encourage as well as support for their childrens efforts (pooker et al., 2013).

According to poadhead, Howard and Wood (2010), the concept of play as pedagogy serves with opportunities as well as potential threats. For example Rogers (2010) explained about an incident about an English reception class where a teacher organized a travel shop as an opportunity to play for children but with pedagogical intent, children who were invited for playing were actually required to work on concepts of mathematics and geography. According to my opinion, this requires an understanding that considerable pedagogical skills as well as knowledge are very much required for integrating goals of children and adults, which further requires proper management of playful approaches inside classrooms.

May be UNCRC is an International law, but beside this, the legal jurisdiction of country calls the moral obligations for enforcement by the state government. The state government as well as the international agencies must be considering children as their first priority for UNCRC to make changes for the children. In my opinion every decision that takes place in national buildings relating to the economic growth must be considered for the rights of children. The benefits and all the consequences that children receive through UN convention make me to appreciate about the fundamental link among play and childrens right as a whole. Play is significantly responsible for creating childrens resilience over adaptive systems. Adults must make sure their children must get every kind of support from their physical as well as social environment where they play. If this is not done then their survival and development might get compromised.

This working paper well explains about the benefits as well as the consequences of play. This can help in recognising that play is fundamentally linked with childrens right as a whole and is nothing like extra luxury to be considered.

It can be concluded from the above discussion that play is very important for early year children belonging to the age group of 0-5. Play has an essential role in building childrens resilience across adaptive systems pleasure, emotion regulation, stress response systems, peer and place attachments, learning and creativity. This working paper outlines the benets of play and the consequences of playlessness. Through this, we can begin to appreciate how play is fundamentally linked to childrens rights as a whole. Play is not an extra luxury to be considered. Play is not an extra luxury to be considered.

References

poadhead, P., Howard, J., amp Wood, E. (2010) Play and Learning in the Early Years From Research to Practice, Sage.

pooker, L., amp Woodhead, M. (2013). The Right to Play. Milton Keynes The Open University.Retrieved fromhttps//bernardvanleer.org/app/uploads/2015/12/ECIF9_The-Right-to-Play.pdfDepartment of Education, Employment and Workplace Relations for the Council of Australian Governments DEEWR. (2009).Belonging, Being and Becoming The Early Years Learning Framework for Australia. Retrieved from https//www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdGaskins, S. amp Miller, P. J. (2009) .The cultural roles of emotions in pretend play in Clark, C.D. (ed.), Transactions at Play, Lanham, MD, University Press.

Gnc, A. amp Gaskins, S. (2007). Play and Development Evolutionary, socio-cultural and functional perspectives, Mahwah, NJ, Lawrence Erlbaum Associates.

Lester, S., amp Russell, W. (2010). Childrens Right to Play An Examination of the Importance of Play in the Lives of Children Worldwide. Working Papers in Early Childhood Development, No. 57.Bernard van Leer Foundation (NJ1).

Martin, P. (2017). The childs right to play. Retrieved from https//children.pan.org.za/sites/default/files/publicationdocuments/Play20Policy20pief20-20ACTPSA20-20launched203120May202017.pdfMiller, L., Soler, J. amp Woodhead, M. (2003). Shaping early childhood education in J.Maybin amp M.Woodhead (eds.), Childhoods in Context, Childhood Vol 2, Chichester, Wiley/Open University.

Rogers, S. (2010). Powerful pedagogies and playful resistance role play in the early childhood classroom in pooker, L. amp Edwards, S. (eds), Engaging Play, Maidenhead, Open University Press.

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