UN Convention on Rights of Child Embedded in Curriculum Framework

BLOG 1 .3 United Nation Convention on the Rights of the Child 3 Introduction .3 Main body .3 Conclusion .5 BLOG 2 6 Explore how the UN Convention on Rights of child is embedded in curriculum framework, locally and globally .6 Introduction .6 Main body .6 Conclusion .8 BLOG 3 8 Critically explore the advocacy role of the practitioner in supporting the care, education, health and welfare of children in the early years’ setting .8 Introduction

Children's rights in
today's world.

Table of Contents
BLOG 1 ...........................................................................................................................................3
United Nation Convention on the Rights of the Child................................................................3
Introduction.................................................................................................................................3
Main body...................................................................................................................................3
Conclusion...................................................................................................................................5
BLOG 2............................................................................................................................................6
Explore how the UN Convention on Rights of child is embedded in curriculum framework,
locally and globally.....................................................................................................................6
Introduction.................................................................................................................................6
Main body...................................................................................................................................6
Conclusion...................................................................................................................................8
BLOG 3............................................................................................................................................8
Critically explore the advocacy role of the practitioner in supporting the care, education,
health and welfare of children in the early years’ setting...........................................................8
Introduction.................................................................................................................................8
Main body...................................................................................................................................9
Conclusion.................................................................................................................................11
REFERENCES..............................................................................................................................12

BLOG 1
United Nation Convention on the Rights of the Child
Introduction
The children are the future generation of the world so it is important that they are brought
up in the safe and positive environment and in order to ensure so, it is important to incorporate
some rights for the child so that they can be given positive environment. The rights of child are
the fundamental guarantees to all humans which involves right to life, right to live with dignity,
non discrimination and many other. It is important to protect the child from mental and physical
harm so that their integrity is protected. These are the fundamental freedoms and apply to every
child irrespective of their race, sex, status, creed, etc. This blog shall cover United Nations
convention of children's right , its legal implication of and social perception using relevant
theories.
Main body
It is the binding agreement at an international level which sets out the civil, economic,
social, and the cultural rights for every child despite of its abilities, religion and race. It consists
of 54 Articles which provides the child rights and the framework for how a government must
work to make the rights available to the children. The government under this convention are
obliged to meet with the basic needs of child and also help children to reach their full potential.
It was created in order recognise the rights of children and make sure that they grow and develop
in the spirit of dignity, peace, freedom, tolerance and equality (Paechter, 2021). The basic
fundamental rights of children includes the following but this list is not exhaustive, rather it
includes many more rights-
 The right to life, development and survival.
 Protection from the abuse, violence and neglect.
 Right to education which can enable children to fulfil its potential.
Two optional protocols were also added to the UNCRC in the year 2000. The first
optional protocol deals with the fact that the children who are aged below 18 years must not be
forcibly recruited in the armed forces and second optional protocol deals with prohibition of
children pornography, child prostitution and selling of child to slavery. These protocols are
ratified by approx 120 states. In the year 2011, the third optional protocol was included which

mainly provides the children whose rights have being infringed to file the complaint directly to
UN Committee on Rights of Children (Mbise, 2017).
The United Nations have adopted this convention in the year 1989 and 196 countries
have signed this and these countries are bound to ensure its compliance in their state as per their
obligation towards international law. The UNCRC is also international treaty of human rights
which have given the Non government organisation such as Save the Children the direct role in
order to oversee the implementation of this convention under Article 45a.
The general principles of this convention are also he bedrock and are given special
emphasis which includes the following- As per Article 2 of the UNCRC, all the rights which are embodied in this convention
should be given to all children without any type of discrimination. Article 3 provides that an interest of child should be of primary consideration for all
actions which concerns the child.
 Article 6 provides that the every child have the right to the life, development and
survival.
 As per Article 12, the view of the child shall be taken into consideration in all matters
which affects him or her (Cuevas-Parra, 2021).
Legal implementation of UNCRC
The UNCRC has inspired the governments to change their policies and laws and make
many investments for taking care of the children' s health and nutrition so that they can develop
and survive. He states have also made strong safeguards in order to protect the children from
exploitation and violence. Every state under Article 4 is obliged to take all the appropriate
administrative, legislative and other measures for implementing child rights which are
recognised under the convention.
The Constitution of Ireland which is Bunreacht na hEireann provides two constitutional
rights. First is right to education as provided under Article 42.3 and ability of State to intervene
when the parents fail their children as provided under Article 42.5.
The state has also implemented the principles of UNCRC in its statutes. Some of them
are discussed below-
 Protection of the Persons Reporting Child Abuse Act 1998- This legislation is
designed to protect the persons from the civil liability in case they have reported any case

relating to child abuse and also safeguard them from penalty by their employers. It also
makes it an offence if any person has reported falsely about child abuse.
 The Child Care Act 1991- This statute seeks for the promotion of the welfare of the
children who do not receive any care and protection.
 Children’s Act 2001- It focus mainly on preventing the criminal behaviour, diversion
rehabilitation and criminal justice system (Yeboah, 2018).
Evaluate the theories on sociological perception of children and childhood
As per the definition stated under Article 1 of the UNCRC, child is the human which is
below the age of 18 years unless the law which is applied to child has provided that it has
attained the majority earlier. Childhood as the age status is not fixed or universal. The meaning
and experience of childhood mainly differentiates across the societies and between various
groups and time periods. Therefore, childhood is mainly constructed socially which is shaped by
the society. Every child has different experiences which is based on the area where they live in,
their class and gender.
There are mainly two broad theoretical positions of childhood. One argues that the
childhood can be the characteristic of the human evolution which is planned to ensure the
development and survival of people and the other one suggest that a state of childhood is
important in itself as the indicator of the evolution of cultures and societies which is towards
notions of modernity and civility. The former which us encompassed by evolutionary approach is
that as the stage of development and growth, the childhood has evolved in the human society in
order to provide the conditions for the optimisation of maturity. It suggest rapid growth of brain
and the early stage of the human life has evolved over the time in order to sustain the human
society. The principle of childhood is associated with the adulthood (Driscoll, 2020).
Conclusion
It is concluded from the above blog that it is very essential to enact a legal document
which can provide rights to the children and ensure that they get good environment to grow and
develop. The international framework for the child rights is United Nations Convention on
human Rights and to make compliance with it, Ireland has enacted several laws in its domestic
territory so that it can protect rights of children. These include Children Act, Child care Act, etc.

BLOG 2
Explore how the UN Convention on Rights of child is embedded in curriculum framework,
locally and globally.
Introduction
The UNCRC is the legal document which is developed at international level. It is signed
many countries and all signatory countries are obliged to apply its principles into their national
laws. It is important for students to learn these principles at their low age so that they can get
understanding of their rights and can fight for their rights. The sates are obliged that these
principles are embedded in the curriculum framework of the students as through this way only
they can learn about their basic rights. This blog shall discuss about local and global level of
curriculum framework of UNCRC principles.
Main body
Local level
In Ireland, the UNCRC is embedded in the curriculum framework. For example, Article
29 of the said convention provides for the school environment which reflect freedom and spirit
of the understanding, peace, tolerance, equality of sex and the friendship in the people, national,
religious and ethical groups. But there are may barriers which exist in the education system
which have prohibited the full realisation of right of education of all children in Ireland. Article
42 of the Ireland Constitution states the minimum standard of the education for the children in
form of free education at primary level and the parental choice.
Since on the basis of state Ireland's last examination, the committee and other treaty
bodies such as UN Committee on Economic Social and the cultural rights has called the state to
increase the non denominational schools and prohibit the discrimination relating to the school
admissions. In 2015, the Minister of the Education and Skills have introduced the Education
(Admission to School) Bill in order to ensure that every child is treated equally and fairly and the
school must decide the way in which the applications for the admission is structured which is in
transparent and fair manner (Davis, 2019).
At local level, the state is trying to embed the principles of United Nations Convention on
Rights of Child in the curriculum framework so that no child is denied the right to education and
they are given equal and fair opportunity to all. The schools must deny the preferential access to

publicly funded school which are on the basis of religion to the children and this principle must
be amened in the legislation of the Equal Status Act.
The Ireland is also trying to promote the education to all which includes implementing
the education for persons with the Special Educational Needs Act, 2004 so that equal
opportunities is given to all children for the quality education. The state implemented this
legislation in 2015 and also planned to introduce many policies on the non statutory basis.
By bringing UNCRC in the national laws and curriculum framework, the children will
learn not to discriminate among any one and equality shall be prevailed. The children will learn,
develop, educate, play, listen and participate in schools. This will help in getting two benefits,
first is their welfare will be encouraged and secondly, they will get the opportunity to use their
rights.
Global level
The UN Convention on Rights of Child is one of the benchmark for the governments to
take action for the children. The states have ratified to the convention and committed to
undertake all administrative, legislative and other measures for full realisation of the child rights.
In the year 2014, The UNICEF have the private fundraising and Partnership division
which published Child rights education toolkit that outlines the approach of right based in order
to develop the rights of children in relation to education with their core focus on formal
education in the early childhood education setting, both at secondary and primary schools. Under
this, the child right education is defined as the learning and teaching about principles and
provisions of Convention on rights of child and approach of child rights so that it can empower
both adult and children for taking action in order to advocate for and also apply these at school,
family, national, community and the global level (Cudjoe, Abdullah and Manful, 2021).
It is very common that the rights in curriculum must be linked to the responsibilities and
not to the UNCRC always. This means that when the child learn about its rights, they may not
learn about the UNCRC. In the absence of clarity, the children learns that the rights dependent
directly on the individuals who are fulfilling the specific responsibilities rather than just being
the universal, based on simply being the child.
The progress of implementing the UN Convention on Rights of child for the curriculum
framework may be understood by an example. The reforms in recent curriculum have been
demonstrated by varied approach to embed the UNCRC while there are some countries who have

secured substantial commitment to the implementation of UNCRC as the entitlement at
curriculum framework. For instance,s Iceland have the curriculum which provides human rights
and the democracy as one of its fundamental principles and also includes the familiarity with the
UNCRC as the specified outcome of learning in the primary school. Similarly, the new
curriculum in the France also includes the reference to rights of children (Hayes and Birnbaum,
2020).
For example, in Scotland, the curriculum guidance promotes clearly the UNCRC but it is
not specified as the requirements and on other hand, in Ireland, the secondary school have
embedded the rights to be taught at secondary school level but it has now been reduced from
compulsory to the optional course in the year 2012.
Thus, it can said that the countries are trying to embed in their curriculum framework
about the rights of child. Some states are struggling to implement it while some have
implemented the principles of the convention into their legislative and administrative framework
(Kanter, 2019).
Conclusion
It is concluded from the above blog that the principles of UNCRC is embodied at the
global as well local level of the state. Ireland has taken initiative to begin its awareness program
by initiating the free education to children in school by its Constitution under Article 42. it also
brought Education (Admission to School) Bill to ensure every child gets access to education .
While talking about global level, almost all states have initiated it in their curriculum framework
such as UNICEF has initiated education for children free of cost. Through this, the children
across the globe are getting education about their rights and freedoms.
BLOG 3
Critically explore the advocacy role of the practitioner in supporting the care, education, health
and welfare of children in the early years’ setting.
Introduction
There are many children who are getting developed and are grown at the early child years
setting. It is important that the practitioners of their early year settings support the education,
health and care of the children so that they can have nourished growth and development. Tey

have an essential role in proteting their rights and ensure that they get subject to their rights. This
blog will over the role of practitioners in advocating the rights of children.
Main body
Advocacy can be defined as the thing which is about speaking for the children and ensure
that their wishes and views are heard and also acted by decision makers. The UN Committee on
rights of the child, UN children's fund and Bernard an leer foundation have urged all the state
parties, government organisations, on government organisations, professional groups, grass root
communities and academics to continue the advocacy for establishing the independent
institutions so that the child rights are fostered. A practitioner plays an important role in
supporting the welfare of the child in their early year setting so that they can make their
contribution in fulfilling the duty of advocating the rights of children. The role of practitioner for
advocating the child rights are illustrated below- Voice for child's rights- The practitioner is required to be the voice for the children who
fights for their right. It is the duty of the practitioner to stand for the the children's rights
and fight for their rights so that there is no infringement of their rights. Promote well being and the health- The practitioner has an important role in promoting
the health of children and take all necessary measures in order to ensure good health and
well being of children. The practitioner must make such arrangements which are for the
benefit of the child so that they get secured and positive upbringing and environment. Obliged to safeguard the children- It is the duty of practitioner to safeguard the health,
safety, well being and welfare of the child so that they can positive environment to live
in. The practitioner is obliged for taking care of the health of children so that they are
nurtured properly (Keegan, 2017). Protection from danger, harm and injury- The practitioner is duty obliged to protect the
children in their early year setting from any kind of danger, injury or harm which is either
in mental or physical form. The children must be protected from the people and things
which might ought to harm or injure them. Developing space- The practitioner has an important role to provide the safe space to the
children so that they can grow physically, socially and emotionally. It is very important to
have the safe and positive environment for children so that they can grow and develop
themselves properly and safely.

 Fulfil legal obligations- The practitioner is required to comply with the principles of the
UN Convention on rights of child as it is their legal obligation to help government to
fulfil the international obligations under UNCRC. The practitioner can help the
government in implementing the principles of UNCRC where it will firstly educate
children and their parents about the child rights and embed its principles in their
education curriculum so that they can learn about their rights. The education of child
right must be made compulsory so that they can learn about their rights and the
practitioner can advocate about their rights (Atkinson, 2019). Healthy nutrition and eating- The practitioner has an important role to ensure that the
children in their early year setting are getting right amount of nutrition and food so that
they can grow and develop systematically. The practitioner is required to monitor that the
food which is being served to children are full of all valuable and essential nutrients. Challenge disguises- It is an important role of the practitioner to challenge any kind f
disguise which is being practised in their early year setting which includes inequality,
sexism, exclusion, homophobia, racism and the ableism so that the children are given
positive environment to live in. these disguises must be eliminated as soon as possible the
practitioner gets aware of it. It must take all necessary measures to eliminate these from
its early year setting so that the rights of the child is protected and promoted in the nation.
The children must be taught to respect each other and their rights and equality must be
established within them so that they get the secure upbringing.
 Bring emergent curriculum- The practitioner is required to step in when the interaction
of children are becoming harmful and must respect the dignity of hurt and hurter. The
practitioner must involve the play based, emergent and unhurried curriculum in their
early setting so that they can listen and look into the interest of children. Likewise the
practitioner shall be able to identify the interest of the children so that they can move
ahead towards what they are interested in (Riddell and Tisdall, 2021).
Thus, it can said that the practitioner plays an important role in advocating the well being
of the child. The health, safety, well being and education are of paramount importance so the
practitioners plays an important role in the A practitioner plays an important role in supporting
the welfare of the child in their early year setting by protecting and promoting their rights.

Conclusion
It is concluded from the above blog that the practitioners in the early year settings plays
an important role in advocating the rights of child so that their rights are protected. Some role
includes challenging disguises, promoting well-being and health of children, brining curriculum,
protecting from any injury, harm and danger being voice for child rights and many other.

REFERENCES
Books and Journals
Atkinson, M., 2019. The rights of the child with special educational needs. Including children
and young people with special educational needs and disabilities in learning and life:
How far have we come since the Warnock enquiry–and where do we go next, pp.42-45.
Cudjoe, E., Abdullah, A. and Manful, E., 2021. Parents’ Perceptions on the Outcomes of
Children’s Participation in Child Protection Meetings in Ghana. Journal of Child and
Family Studies. 30(4). pp.1071-1081.
Cuevas-Parra, P., 2021. Thirty years after the UNCRC: children and young people’s
participation continues to struggle in a COVID-19 world. Journal of Social Welfare and
Family Law. 43(1). pp.81-98.
Davis, J., 2019. Reimagining children's rights through the prism of sustainable development:
Implications for educating children and young people. Children's rights and sustainable
development: Interpreting the UNCRC for future generations (Treaty Implementation
for Sustainable Development. 5):. pp.33-51.
Driscoll, J., 2020. Children’s rights and the protective care continuum. Child Protection and the
Care Continuum: Theoretical, Empirical and Practice Insights, p.52.
Hayes, M. and Birnbaum, R., 2020. Voice of the child reports in Ontario: A content analysis of
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A., Østergaard, L.S., Norredam, M., de Luna, C.M.M. and Goldfeld, S., 2017. Health
policies for migrant children in Europe and Australia. The Lancet. 389(10066). p.249.
Keegan, B., 2017. United Nations Convention on the Rights of the Child. The Encyclopedia of
Juvenile Delinquency and Justice, pp.1-3.
Mbise, A.T., 2017. The diffusion of the United Nations Convention on the Rights of the Child
(UNCRC) more than the African Charter on the Rights and Welfare of the Child
(ACRWC) in Africa: The influence of coercion and emulation. International Social
Work. 60(5). pp.1233-1243.
Paechter, C., 2021. The rights and interests of trans and intersex children: considerations,
conflicts and implications in relation to the UNCRC. Journal of Gender Studies, pp.1-
11.
Riddell, S. and Tisdall, E.K.M., 2021. Transforming children’s rights? Dilemmas, challenges
and implementation.
Yeboah, S.A., 2018. 5.3 Wellbeing and Childhood Development in Africa: An Exploration of
the Everyday Lives of Childhood Policies and People in Rural Ghana.