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The Ecology Of Childhood

Critical Issues in Early Childhood Education
EDFD136

This essay examines three critical issues in early childhood education. These
Specific issues are chosen and explored, because they are fundamental in early
childhood education; Childrens Rights, Communication and listening to children and
childrens stress levels. Critical issues in early childhood education, are the basis of
what forms a child-centered curriculum. These issues, inform us, as educators, of
the complex nature in which we are expected to abide, in the early childhood
contexts. These forever changing issues require new ways of redeveloping the fields
and roles of teachers in the lives of children.

Childrens rights is a name given to the human rights of a child. International

human rights activists, organizations and committees recognize that children,
(under the age of 18), as well as adults, are entitled to basic human rights. Children,
being innocent, and dependant members of society, further have the right to extra
protection, due to their vulnerability to exploitation and abuse.

Smith (2007) informs us that there is still resistance and hostility within some
circles to the United Nations Convention on the Rights of the Child. Smith believes it
is up to the adults to be aware of the Convention and improve on it where needed.
Professionals working with children should be familiar with the rights principles and

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their use in advocating for change(Smith 2007). Smith is very passionate about the
rights of children and does not believe New Zealand and Australia are doing justice
for Childrens rights and says that the Convention should be taken more seriously
and that teachers should be actively abiding by the guidelines of the Convention.
Some professionals idea of children having rights, tends to be interpreted as being
permissive and giving them too much power and control, while at the same time
taking power and control away from parents (Smith 2007). An example, is the
right to have your say, by inviting you to give your views, and asking inspectors who
visit your home, school or service to try not to do anything that could affect you
without first asking you what you think (UNCRC, 1989). Another is having the right
not to be punished in a belittling or demeaning manner, in any way that makes you
look stupid or small. However this right is often breached.

Smith notes where the Convention has been used in advocating for reforms in early
childhood services in New Zealand. This is done by recognizing multiple childhoods,
childrens agency and competency and the primary of childrens lived experiences.
Te Whaariki is an example of the development and implementation of our early
childhood education curriculum. The New Zealands Strategic Plan for Early
Childhood Education (Nga Huarahi Arataki) is another rights perspective, which
focused on improving early childhood education quality and participation. Smith
believes that the Convention has brought about better early childhood education
policies.

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The idea of listening to children, gives early childhood educators the opportunity to
understand children better, providing valuable insight into the way each individual
thinks, their likes and thinks, fears and concerns. Communication is a two-way
process, whereby teachers and children both alternate between talking and
listening. Actively listening to a child and responding to their utterances in a warm
and encouraging manner, empowers the child to feel valued and understood,
creating a secure and happy setting. This allows for a successful relationship to be
established between educators and children, giving educators a chance to share an
experience or gain an understanding of how a child is feeling. Children have to be
acknowledged and they should be encouraged to express their opinions and feelings
openly and freely. Childrens communication amongst their peers is also extremely
important, in order that each child builds valuable interactive skills, laying the
foundations for successful communication later in life.

In listening to children, professionals adopt a more child-focused approach, as it

allows space for making decisions with children relating to their learning. Thomas
(2001) outlines the importance of children to be heard how this can enhance
their welfare and how giving children a say, can produce better decisions (p. 105).
Thomas (2001) strongly believes that in the case of children, there is sometimes
disagreement of what kind of rights they have (p.104). This demonstrates why we
as educators must adhere to the need to listen to children and show interest in what
they want to express and this will further develop their confidence and sense of
place in the world.

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Children have a right similar to the rest of society; to be heard and be a part of the
decisions affecting them. This is especially the case when dealing with older
children, consulting with them and actively involving them in the decision making in
matters which affect them, will result in a more positive and engaged group, with
better outcomes. Another supporting source that demands the importance of
children to be heard is Listening to Children: A practitioners guide. In her article,
McLeod (2001) highlights a common assumption that certain kinds of rightscan
be seen as rights of the vulnerable and powerless, and it is rights of this kind, that
are often meant by childrens rights. Thomas article (2001) presents the idea that
childcare professionals need to listen to children and not talk for them as seen in
many cases. The way children communicate differs from the way adults
communicate. It is less verbal, more demonstrative and less formal (Thomas,
2001, p. 106). For example, for some children, painting or drawing may be an easier
way to communicate than talking. A child that is heard and spoken to, will develop
and be enriched. Listening to children stimulates confidence and sets up
opportunities for guided decisions to be made by a child.

Play based learning is essential to the development of a child because it

contributes to the cognitive, physical, social and emotional well being of children
and youth (Ginsburg 2007).

Play offers a unique way for parents and children

to engage and interact on an equal level. Yet despite the acknowledged wide
benefits of play, time for free, unstructured play has been reduced for some

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children, due to a hurried lifestyle, changes in family structure, and increased

attention to academics and enrichment activities at the expense of recess or free
child-centred play (Ginsburg 2007). Since the Australian lifestyle is changing to that
of a more hurried and pressured one, we are finding that families and parents are
neglecting to make time to engage in child-driven play. This is an issue, because
parents neglecting to engage in play with their child are disadvantaging the child.
Every child deserves the opportunity to develop to their unique potential, child
advocates must consider all factors that interfere with optimal development and
press for circumstances that allow each child to fully reap the advantages
associated with play (Ginsburg 2007).

The relationship between development and learning is supported by quality

teaching, as underpinned by play-based (child directed) learning (Arthur et al. 2012
p.72). Play is not just a vehicle for learning, but is also where children can
demonstrate what they have learnt. Educators must have a positive relationship
with the children, so that they can be sensitive responders to the child culture,
language, individual needs and interests, as they actively guide play-based learning.

The three issues discussed in this essay; childrens rights, play based learning and
communication, highlight the complex nature in which educators are expected to
abide, in the early childhood contexts. These forever changing issues require new
ways of redeveloping the fields and roles of teachers in the lives of children.
Throughout all three issues discussed, ethical considerations were a constant theme

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and posed thought for reflection. Using recourses such as articles and journals to
discuss these critical issues in early childhood education, implications for teaching
can be formed, to help shape and guide us as early childhood educators.

References.
Smith, A. (2007). Childrens rights and Early Education, Australian Journal Of Early
Childhood, Vol. 32, No. 3, pp1-8. Retrieved from:
http://leo.acu.edu.au/mod/resource/view.php?id=296599
United Nations Committee on the Rights of the Child (1989) Convention on the Rights of the
child. UNCRC
United Nations Committee on the Rights of the Child (2005) General comment 7:
Implementing child rights in early childhood.
Woodhead, M. (2006) Early Childhood care and education Changing perspectives on early
childhood : Theory, research and policy. UNESCO Education for all global monitoring report

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2007. International Journal of equity and Innovation in Early Childhood. Vol. 4, No. 2, pp.548.
Ginsburg, K. (2007). The Importance of Play in Promoting Healthy Child Development and
Maintaining strong Parent-Child bonds (Vol. 119). American Academy of Pediatrics.
McLeod, A. (2008). Listening to Children: a practitioners guide. London: Jessica Kingsley
Publishers.
Thomas, N. (2001). Listening to Children. In P. Foley, J. Roche, S. Tucker (Eds.), Children in
society, (pp104-111), New York: Open Universities Press.
Arthur, L, Beecher, B, Death, E, Dockett, S & Farmer, S, 2012, Programming and Planning in
Early Childhood Settings, Harcourt Australia.