Importance of Children's Rights in Early Childhood Studies

This article discusses the importance of children's rights in early childhood studies and how political, social, cultural, and environmental factors influence a child's growth and development. It covers topics such as family environment, education, cultural rights, and political rights. The article emphasizes the need to protect children's rights to ensure their positive attitude towards life and respect for others.

Running head: EARLY CHILDHOOD STUDIES
Early childhood studies
Name of the Student
Name of University
Author Note

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Concept map

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Discussion
Children rights are protected by the “United Nations convention of rights of children”. It
particularly pay attention to the rights of special protection and care for minors. A child’s growth
and development is influenced by array of political, social, cultural and environmental factors.
All the factors hamper the child right to education. This marks the importance of the children
rights. The principles of children’s children’s rights is underpinned by non-discrimination (article
2 of UNCRC), decisions on best interest of child (article 3 of UNCRC), ensure right to survival
and development (article 6 of UNCRC) as well as views of child. The government of every
country is entitled to protect child’s rights (article 4 of UNCRC) (Dera.ioe.ac.uk 2018). The
above given concept map demonstrates why child’s right matters and influence of political,
cultural and environmental on child development.
Children’s have the right to family environment. The aspects relate to this are adoption,
foster care and alternative forms of care. Irrespective of birth place of child, the same standards
of protection apply and useful to protect children deprived of family (article 20 and 21 of
UNCRC). Adequate parental guidance is required so that the child can apply their right properly
(article 5 of UNCRC). If parents live in different countries then the child has the right to visit
both of them as per the article 10 of UNCRC (family reunification) (Lundy 2014). Factors like
parental separation and disputed or disintegrated family leads to poor language development,
deficits in school readiness, aggression, anxiety and depression as well as high school
graduation. Learning and development of children are influenced by the physical environment.
If children are educated in well designed setting, it fosters building strong relationships and
develops sense of security. It will promote the children’s impendence as they can explore, gain
sense of control, and participate in the focussed self-directed play (Moore 2017). It means the

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right environment promotes the child’s right to freedom. Environmental factors that influence the
child’s social, emotional, physical and cognitive development includes good housing (proper
ventilation, space to crawl), safety (prevent falls), comfort (sleeping arrangements), accessibility
(to playful toys) and adequate supervision of children both in home and educational setting. In
early education setting or classroom the students feel safe with positive learning environment. It
increases their willingness to share. Classrooms should be place where students feel like
contributing. It makes them feel respected and accepted. Further, both the family environment
and school environment has been found to be associated with the changes in the brain’s stress
system and brain development. Social rights are vital for child development. Children’s have the
right to education as it is necessary for development. According to the UNCRC all the children
up to age of 14 are compulsory free education. The child labour is also prohibited. Equal access
to education ensures child right to development (Herczog 2012).
Cultural rights of children are important as culture shapes the influences and experiences
of the child’s development. In some cultures the children are taught to be independent and value
self-esteem. In some other cultures strong connections and interdependence are preferred.
Therefore, early childhood educators must bridge the cultural orientations of children in early
school life. The children have the right to leisure, play, and participation in cultural life and arts.
It is effective for child’s social, physical, and cognitive development. Children should have equal
right to their own culture and it will help respect the child’s views and cultural identity (article
12 of UNCRC) (Lundy 2007). There should not be any discrimination in regards to language,
ethnicity and religion (article 2 of UNCRC). Culture influences child’s development as it
influences ability to process own language and practices in both national and international
context (Lundy 2012). Thus, protecting cultural rights lead to promotion of friendship,

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understanding and tolerance among all nations. It helps children to articulate their culture and
share with others by comparing interesting cultural topics. As per Pemberton et al. (2012) culture
influences the socio-emotional development of the children. The cultural norms and values guide
the interpretation and evaluation of social behaviours in children. It has been observed in many
national and international education system that the cultural integrating the musical performance
in education fosters creative thinking. Cultural rights are thus known to enhance cognitive
development, social and emotional development. Cultural factors are also known to impact
physical development due to dietary restrictions and other lifestyle choices. Health and nutrition
in turn ensures child’s right to survival as children can access state nutritional schemes (article 6
of UNCRC) (Dera.ioe.ac.uk 2018).
Political rights of children are important as it influences their right to participation in
education and others aspects of growth. If children are excluded from participation then, such
political factors may overlook their interest and wishes. It may hamper the child’s right to
expression in early life, thought, information and religion. As per the UNCRC article 13 and 14,
every child must have freedom of expression, thought belief and practice religion (Dera.ioe.ac.uk
2018). National education policy makes a difference in early childhood. Political philosophy that
controls the government of a county impacts the child education and development. National
education is derived from formal education in primary education, early childhood education,
secondary and higher education. Formal education involves subsets of formal, non-formal and
informal education. Political rights also help support the family economically and prevent
disintegration (Davis 2014). Collectively the political factors and right to participation, allows a
child to express independent thought. UNCRC ensures child’s protection from exploitation,
abuse, in any form. The right to protection therefore, allows the child to stay away from physical

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and mental abuse. Lack of such protection also hampers the child right to education and
developmental opportunities. Government is entitled to protect children from kidnapping and
trafficking as per article 11 of UNCRC (Dera.ioe.ac.uk 2018). As per article 19 the government
is responsible to protect the children from all forms of violence and maltreatment from parents as
well as any other who looks after them. The early life schools must ensure child safety and
protection (Dera.ioe.ac.uk 2018).
In conclusion the children’s right matter as they all deserve equality, despite the
differences. By protecting the children’s rights they tend to develop a positive attitude towards
life and learn to respect others.

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References
Davis, J., 2014. Examining early childhood education through the lens of education for
sustainability: Revisioning rights. In Research in early childhood education for
sustainability (pp. 37-53). Routledge.
Dera.ioe.ac.uk 2018. Why Rights Matter The United Nations Convention on the Rights of the
Child and the work of the Children’s Commissioner for England. [online] Dera.ioe.ac.uk.
Available at: http://dera.ioe.ac.uk/22110/1/Why_Rights_matter_WEB.pdf [Accessed 8 Jul.
2018].
Herczog, M., 2012. Rights of the child and early childhood education and care in
Europe. European Journal of Education, 47(4), pp.542-555.
Lundy, L., 2007. ‘Voice’is not enough: conceptualising Article 12 of the United Nations
Convention on the Rights of the Child. British educational research journal, 33(6), pp.927-942.
Lundy, L., 2012. Children's rights and educational policy in Europe: The implementation of the
United Nations Convention on the Rights of the Child. Oxford Review of Education, 38(4),
pp.393-411.
Lundy, L., 2014. United Nations convention on the rights of the child and child well-being.
In Handbook of child well-being (pp. 2439-2462). Springer, Dordrecht.
Moore, R.C., 2017. Childhood's domain: Play and place in child development. Routledge.
Pemberton, S., Gordon, D. and Nandy, S., 2012. Child rights, child survival and child poverty:
The debate. Global child poverty and well-being: Measurement, concepts, policy and action,
pp.19-37.

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