UN Convention Of Children's Rights - EYLF
Posted: Mon Apr 25, 2016 4:19 pm
c) Identify one (1) article from the United Nations Convention on the Rights of the Child and describe how it is reflected in the Learning Framework
here is what i have written
United Nations Convention on the Rights of the Child Article....
Article 2
1. States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.
2. States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members.
How it is reflected in learning framework:
This is reflected in
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
Children develop knowledgeable and confident self-identities
• feel recognised and respected for who they are
• share aspects of their culture with the other children and educators
• use their home language to construct meaning
• develop strong foundations in both the culture and language/s of their family and of the broader community without compromising their cultural identities
• develop their social and cultural heritage through engagement with Elders and community members
OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
Children respond to diversity with respect
• begin to show concern for others
• explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings
• become aware of connections, similarities and differences between people
• listen to others’ ideas and respect different ways of being and doing
• practise inclusive ways of achieving coexistence
• notice and react in positive ways to similarities and differences among people
Educators promote this learning, when they:
• promote in all children a strong sense of who they are and their connectedness to others – a shared identity as Australians
• show respect for diversity, acknowledging the varying approaches of children, families, communities and cultures
• acknowledge and understand that children construct meaning in many different ways
• demonstrate deep understanding of each child, their family and community contexts in planning for children’s learning
• provide children with examples of the many ways identities and culture are recognised and expressed
• build upon culturally valued approaches to learning
• build on the knowledge, languages and understandings that children bring
• talk with children in respectful ways about similarities and differences
Educators promote this learning, when they:
• reflect on their own responses to diversity
• plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity
• expose children to different languages and dialects and encourage appreciation of linguistic diversity
• encourage children to listen to others and to respect diverse perspectives
• demonstrate positive responses to diversity in their own behaviour and in conversations with children
• engage in interactions with children that promote respect for diversity and value distinctiveness
• explore the culture, heritage, backgrounds and traditions of each child within the context of their community
• explore with children their ideas about diversity
is this correct?
here is what i have written
United Nations Convention on the Rights of the Child Article....
Article 2
1. States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.
2. States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members.
How it is reflected in learning framework:
This is reflected in
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
Children develop knowledgeable and confident self-identities
• feel recognised and respected for who they are
• share aspects of their culture with the other children and educators
• use their home language to construct meaning
• develop strong foundations in both the culture and language/s of their family and of the broader community without compromising their cultural identities
• develop their social and cultural heritage through engagement with Elders and community members
OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
Children respond to diversity with respect
• begin to show concern for others
• explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings
• become aware of connections, similarities and differences between people
• listen to others’ ideas and respect different ways of being and doing
• practise inclusive ways of achieving coexistence
• notice and react in positive ways to similarities and differences among people
Educators promote this learning, when they:
• promote in all children a strong sense of who they are and their connectedness to others – a shared identity as Australians
• show respect for diversity, acknowledging the varying approaches of children, families, communities and cultures
• acknowledge and understand that children construct meaning in many different ways
• demonstrate deep understanding of each child, their family and community contexts in planning for children’s learning
• provide children with examples of the many ways identities and culture are recognised and expressed
• build upon culturally valued approaches to learning
• build on the knowledge, languages and understandings that children bring
• talk with children in respectful ways about similarities and differences
Educators promote this learning, when they:
• reflect on their own responses to diversity
• plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity
• expose children to different languages and dialects and encourage appreciation of linguistic diversity
• encourage children to listen to others and to respect diverse perspectives
• demonstrate positive responses to diversity in their own behaviour and in conversations with children
• engage in interactions with children that promote respect for diversity and value distinctiveness
• explore the culture, heritage, backgrounds and traditions of each child within the context of their community
• explore with children their ideas about diversity
is this correct?
Yes, I think you're on the right track with your response. 
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