Practitioner’s skills and values promoting the child-centered and the rights-based approach in ELC

 

It is crucial that the training has communication skills, in order to be able to teach channeled approaches with children and to be able to listen and interpret children in all the means of communication in which they try, whether verbal or non-verbal. The ability to communicate cleanly and sensitively makes it easier to understand children's needs and desires, creating an environment in which children feel safe to express themselves.

There is a need for professionals to have empathy, understand the world of children, always seeking to consider and respond to their emotions, which is essential to create meaningful connections. Empathy allows professionals to understand children's perspectives, creating an environment that values uniqueness and supports emotional development.

Children's active participation requires specific pedagogical skills, this involves creating opportunities for children to participate in day-to-day decisions.

ELC professionals need to know how to consider the importance of integrating the child as an active partner in the educational process, and also know that respect for diversity and inclusion are fundamental to the process.

Professionals must trust and celebrate individual differences, ensuring that the environment is welcoming to all children, regardless of ethnicity, culture, socioeconomic status or ability, and it is also included in the requirements that professionals know how to be ethical and have integrity, to that the responsibility to protect the rights and safety of children is promoted in a promising and transparent manner in all interactions.

In short, ELC's professional training and precepts play a vital role in promoting child-focused care and is always based on their rights.

Effective communication, empathy, values such as respect, integrity and professionalism are fundamental for the development of educational environments suited to children's needs, which satisfy them and respect their rights from childhood.

The Early Childhood Education and Care (ELC) professional plays a crucial role in developing an environment that fosters a child-focused, rights-based approach. To execute, it is essential that professionals have the ability and competence to always prioritize the needs and rights of children at the center of their practice.

 

The voice of the child in the ELC practice

The child's voice is a crucial tool in Early Childhood Education and Care (ELC) practice, ensuring the importance of listening to and respecting the child's perspectives, needs and desires. By applying tools such as Aistear and Siolta in Ireland, the remarkable active participation of children was ensured, becoming protagonists in their own development.

ELC practice of valuing children's voices involves creating environments that encourage expression and participation. This goes beyond simply listening; it’s about validating children’s experiences and opinions. Strategies such as regular discussion meetings, peer groups and participatory activities are used to give children meaningful opportunities to express their ideas, feelings and interests.

Aistear involvement, with its four interconnected themes, highlights communication as an essential component. Encouraging effective communication is one way to ensure that a child is heard and valued. Educators are advised to seek to create environments in which people feel comfortable expressing themselves, whether through verbal language, gestures or other forms of communication.

As for Siolta, the program highlights the importance of active participation, highlighting the need to involve children in decisions that affect them directly. This ranges from everyday choices to broader issues in the learning environment.

Promoting autonomy and empowerment by encouraging them to make their own decisions reinforces the child's active role in their own lives, whether academic or private.

The child's voice in ELC practice is also reflected in policies that promote active listening.

Professionals are instructed to consider children's opinions when planning activities, preparing spaces and evaluating practices, which release children as active agents in building their knowledge and developing social skills.

In short, children's participation in ELC practice in Ireland is promoted through programs such as Aistear and Siolta, which highlights the importance of communication, participation and respect for children's views. They are also responsible for creating environments that value autonomy and expression, which fully contribute to the development and well-being of children from the first years of life.

 

Implementation of children’s rights through Aistear and Siolta 

The enforceability of children's rights in Ireland has been facilitated by innovative approaches with Aistear and Siolta. It is a set of objectives designed to guide educational practice and child care in the early years, ensuring that children have access to an environment that promotes their holistic development, in accordance with the principles of the Convention on the Rights of the Child (UNCRC).
Aistear, “Journey” in Gaelic, is a program developed to guide practice in early childhood education.
Aistear is based on four interconnected themes: well-being; identity and belonging; communication and exploration; thought. In line with these topics, Aistear always focuses on creating a teaching environment that promotes/respects rights and ensures the well-being of children. Based on Aistear, the activities seek to encourage active participation, respect for diversity and creative expression, thus creating a solid foundation for children's development.
Siolta, in turn, is committed to the quality of teaching and childcare.
Siolta, meaning “Way Forward”, the program highlights 12 overarching key principles in the areas of wellbeing, learning and development. This program is used as an “instruction” for educators to help create safe, nurturing and inclusive environments for children. Through the application of Siolta, we hope to ensure that children's fundamental rights, as defined by the UNCRC, are integrated into all aspects of early childhood care and education.
The unification between UNCRC, Siolta and Aistear is visible in the holistic approach they promote. By including child-centered practices, active participation and respect for rights, these quadrants contribute to an environment where children are competent individuals, capable of supporting their own development.
The successful delivery of the Aistear and Siolta programs in Ireland represents an ongoing commitment to providing a solid foundation for children to thrive. These approaches not only strengthen educational and childcare environments, but also contribute to the creation of a society that prioritizes and respects the rights and well-being of children from childhood.

 

 

The Impact of UNCRC on National Legislation and Policy

Rated by Ireland in 1992, the Convention on the Rights of the Child (UNCRC), is a comprehensive and internationally binding agreement on the rights of children, adopted by the UN in 1989, and since then, Ireland has seen significant changes in the way it approaches and protect children's rights.
This treaty ensures that all children have access to their fundamental rights, regardless of their nationality or conditions.
The UNCRC helped the Irish legal system considerably, as after the accession of this treaty, two processes of reviewing the country's performance were carried out (1998/2006), sessions held by the UN Committee itself, where they helped the State, how to act and achieve make children's rights a reality. For example, the Children First Act, 2015, addresses the country's commitment to protecting children from abuse and neglect, making it aligned with the principles of the UNCRC. This legislation emphasizes the duty of professionals to report cases of child abuse and prioritizes the need to listen to children's points of view in processes that raise awareness.
Furthermore, the UNCRC contributed to education in Ireland by promoting approaches that value the individuality and development of each child. The importance of children's participation in the decisions that teach them is added to educational policies, encouraging a more inclusive and child-centered environment.
Children's rights have also attracted prominence in sociocultural challenges, emphasizing the importance of providing a safe and protected environment for their development. Bullying, child abuse and discrimination have become more common, encouraging society to become more aware of the difficulties children have faced, and also contributing to a more protective and focused view of the world among children. Furthermore, the UNCRC has had an effect on social welfare services, cooperating in the development of programs and resources to help children in critical situations. Legislation and provisions arising from this commitment help ensure that children's rights are prioritized in government decisions and resource allocation. In short, Ireland's ratification of the UNCRC treaty resulted in significant changes in several areas, from the legal system to public awareness. This commitment to children's rights demonstrates how important it is to provide a safe, healthy and nurturing environment for Irish society.