Participation Early Education Essay

Participation in simple terms means to admit occasion in something (Hornby 1995 844). When referring to clawrens redresss, the concept is far broader. It is much much than simply asking clawren for their ideas or thoughts. It is about audience to, respecting and understanding sisterren, functional in partnership with them, giving small fryren the prospect to exerciseively make decisions that pull up stakes result in their ideas becoming reality and their contributions exploiting about positivistic change (Ministry of loving Development 2003).Childrens corporation is a secure not an optional extra (Participation Works 2012). The United Nations Convention on the Rights of the Child (UNCRC) throw outs a arights-based approach to tykeren and states that these rights begin at birth (Alderson 2008 83). some(prenominal) of the 54 articles encompass child connection. Articles 6, 7 and 8 refer to a childs right to action, to a recognise and to an identity (Unicef n. d). The right to a life, to be a part of society, to participate as a part of the human race make whole other rights accomplishable (Alderson 2008). Article 7 states that every child should prevail a unwrap and their name should be respected. Giving a child a name and an identity is recognising the child as a unique individual quite a than the property of a p bent or c argonr (Alderson 2008 79).One of the key articles that get up child participation is Article 12state parties shall assure to the child who is unfastened of forming his or her witness views the right to express those views freely in all matters affecting the child, the views of the child being give due metric w eighter unit in accordance with season and maturity of the child (Alderson 2008 87).Article 12 is about giving children the right to express their views and having them comprehend. This means actively listening to children by allowing them to communicate their thoughts, tactile sensations or ideas a nd write out that they go out be taken on board and respected (Scott et al 2008 51). There argon some(prenominal) whom are critical of this article and are concerned that it may be interpreted in such a way as to make certain situations (Scott et al 2008 51). The article states that the views of the child give be given due weight in accordance with age and maturity (Alderson 2008 87). whatever feel this may mean that children under a certain age may not be taken seriously nor make believe their views heard (Scott et al 2008). Alderson believes that babies and very young children are able to express themselves in various ways and get great joy from making choices (2008 88).The UNCRC outlines childs rights which protect children and promote welfare (Alderson 2008 78). These rights illustrate how children and young hoi polloi jackpot actively participate and contribute to society (Alderson 2008 78).Adult Roles childhood has changed significantly and this is primarily due t o an alteration in societys view of children rather than the children themselves (Miller 2003 14).Children have become the main focus in many households with parents and carers feeling the need to provide for their children in such a way that results in children feeling powerless (Miller 2003 14). Adults may have a childhood ideal and attempt to enforce this onto their children. This may be an act of love but can do more harm than proficient (Miller 2003 14). Adults may make decisions on a childs behalf to additional them responsibility or by thinking the child is not capable of making those decisions. nonetheless this may result in a child feeling as if they have no control over their own life and may remain dependent rather than becoming footsure and independent (Miller 200314). Decisions that may appear to be insignificant to prominents such as what a child wears or what victuals they can eat, where they go to naturalise or who they are allowed to play with are all extreme ly meaning(a) and impact massively on the childs life (Miller 2003 15).It is presumed that children are inferior and that adults know better (Miller 2003 15). Adults may possess more life determine than children but that does not mean that they always know what is right for a child. How a child feels and what they feel is important to them at that indorsement coupled with adult swear is key to establishing a positive force that will benefit the child (Miller 2003 15).Failing to allow child participation can be viewed as control or power. Many adults will use and abuse this power to gain something for themselves (Miller 2003 15). Some adults may qualify or punish their children in a way that hurts or humiliates the child and will justify their actions as being essential in comp matchlessnt part their child develop into a responsible citizen (Miller 2003 15). In other cases children may be asked for their opinions or views lonesome(prenominal) to have them ridiculed or dismiss ed.Barriers to ParticipationInvolving children in decision making can be threatening or heavy for adults to achieve. This may be the case with parents/significant others, teachers or with anyone involved in working with children (Miller 2003 17). Many worry that giving a child a voice and empowering them will lead to family difficulties and dis fix uped classrooms (Alderson 2008 92). Others find it hard to promote participation amongst younger children without being tokenistic (Scott et al 2008 47). Some adults are of the opinion that child participation is dangerous and may put children at needless risk (Miller 2003 17).However if all risks are considered and it is accepted that the child can cope with the risks then the experience would prove beneficial to the child (Miller 2003 21). If a child is not allowed to take risks within a prophylactic and back up environment they may never experience risk at all (Miller 2003 21). Allowing children to assess and take risks empowers th em and enables them to gain first hand life experience (Scott et al 2008 49). Handing over bump off responsibility and power to a child would not be viable as they would not have the needed life skills to deal with such an ask (Miller 2003 21). It is essential to provide support and guidance as well as set boundaries for children in order to protect and nurture whilst empowering (Scott et al 2008 51).It appears there is an unwillingness to allow children the opportunity to actively participate and this is portrayed well in Professor Roger harts Ladder of Participation. Harts ladder was devised as a tool for understanding and portraying different directs of participation. There are eight levels in total on the ladder with each step describing the level of child participation and the adult intervention (Scott et al 2008 49). The first terzetto steps are manipulation, decoration and tokenism (Scott et al 2008 49). These refer mostly to adult led activities where children are used or are given a voice but are given very little choice or opportunity for input (Scott et al 2008 49).As the steps march on the level of adult intervention diminishes and child participation increases. Level 6 is adult initiated and refers to a working partnership between children and adults (Scott et al 2008 49). Although the natural process was initiated by the adult, the children play a part in decision making. The last-place step is level 8 which is child initiated (Scott et al 2008 50). This is the step that allows children complete and total participation. They have initiated the project and have actively taken part in the decision making. They have chosen a project or activity that is relevant for them and one in which they feel they will obtain about change (Miller 2003 16 ). The adults take a back so-and-so but are there to fully support and guide the children when obligatory (Scott et al 2008 50).Promoting ParticipationChild participation should be voluntary the child should have the right to decide whether or not they want to take part (Miller 2003 18). In order for children to make that decision they have to be informed about the decision making process and how it works (Miller 2003 18). This will ensure they understand their own role as well as the roles of others (Miller 2003 18). It is important for adults to recognise opportunities for child participation and to find ways of load-bearing(a) active involvement (Miller 2003 21). Adults must consider a childs experience, skills and needs as well as the impact these may have on others.It is important to actively listen to children and to create a safe environment where children are able to express their views and feelings (Scott et al 2008 51). To promote comprehension it is bouncy to reach those children and young people who do not right away participate in decision making such as children with disabilities or children with socioeconomic issues (Miller 2003 19). Adults must identify restr aints and try to break these down. Providing an easily get-at-able environment that is adapted to suit the needs of the children may be one way or providing information and resources in a format that suits the child, i.e. transcribe or using sign actors line (Miller 2003 19). Information should also be displayed and communicated in a child friendly manner, free from jargon or hidden agenda (Unicef n.d).It is important to support and motivate children during active participation by keeping children informed and up to date (Unicef n.d). Letting children know how their efforts are impacting on a situation will keep them do and reassured that their voices are being heard and are making a difference (Unicef n.d).There are many benefits to child participation such as giving children a sense of citizenship they are using their voices to bring about change (Scott et al 2008 49). Some other benefits include increase self-esteem and confidence, a sense of being valued and respected, great er responsibility, gaining practical, language and presentation skills and inspiration and motivation (Scott et al 2008 49). This will in trance impact on the wider society by encouraging citizenship promote country and influence policy (Miller 2003 17).I feel child participation is vital in ensuring all children are listened to, valued and respected as individuals and as citizens of society. I aim to encourage participation in my workplace conniption by actively listening to the children and ensuring I am always usable to the children. I will respect the childrens feelings and views and actively acknowledge their feelings in a positive manner. I feel it is important to involve children in decision making and planning. When planning activities I will ensure they are child led and that the children have expressed their interest in the field of study or topic or have suggested an activity or topic.I will do this by having discussions with the children and asking open questions to ensure children have the opportunity to express their own opinions and thoughts. I believe the area in which children learn should be adapted to suit their needs and should allow for cellular inclusion for all. This may mean ensuring all equipment and resources are easily accessible and are clearly labelled. Children should play an active part in deciding on their snack and I will always encourage children to express their likes and dislikes. Discussing food and childrens opinions on food can empower children to make wakeless food choices for themselves. I will endeavour to act in a way which promotes the rights of every child to full participation whilst ensuring their protection and determinationIt is clear that childrens voices are being heard and that there are opportunities for children to participate in bringing about positive change for the future. However there are still many barriers and hurdles that prevent children from feeling as though they have a choice or that havin g a choice will actually make a difference. The main barrier may indeed be attitude and the consensus that children simply cant do what adults can do for them. I feel that children are in fact the teachers and adults can learn a great deal from them if they were only willing to listen.ReferencesAlderson P. (2008) boyish Childrens Rights Exploring Beliefs, Principles and Practice. (2nd edition) London Jessica Kingsley Publishers.Hornby A .S. (1995). Oxford Advanced learners Dictionary. Oxford Oxford University PressMiller J. (2003). Never Too Young How Young Children can Take Responsibility and Make Decisions. London Save the Children.Ministry of Social Development. (2003). Involving Children. New Zealand Ministry of Social Development.Participation Works Partnership. (2012). What is Participation? Online. Available from http//www.participationworks.org.uk/topics/rights/participation-rights Accessed 27 November 2012.Scott F et al. (2008). HNC Early Education & Childcare. Essex Pear son Education Ltd.Unicef. (n.d). Fact Sheet A summary of the rights under the convention on the rights of the child. Online. Available from http//www.unicef.org/crc/files/Rights_overview.pdf Accessed 27 November 2012.