It is important educators include children’s perspectives in their assessment of each child’s learning and development. This is shown through a sociocultural approach, suggesting learning and development enhances within social interactions who can guide and support children’s learning. Children construct their own knowledge, but in partnership with others who share understanding, the closer and more reciprocal relationships are has a greater influence on children’s understandings. For children to express their views and develop agency they need sufficient support and guidance from people who know how to communicate and listen to children efficiently (Clark, 2010). Children are competent, responsible agents who contribute to their own learning
…show more content…
New Zealand signed this document which shows we are a country who values the childhood study approach (United Nations, 1989). Te Whāriki and its strands and principles are closely related to the views woven throughout the United Nations document (Ministry of Education, 1996). Both the United Nations document and our New Zealand curriculum Te Whāriki strongly influence the importance of including the ‘child’s voice’ within their early childhood learning and development (Ministry of Education, 1996). Te Whāriki concerns with well-being and wholeness of children and recognises children as their own person not assumptions of educators or adults. United Nations states in article 12 that children are “capable of forming his or her own views the right to express those vies freely in all matters affecting the child” (United Nations, 1989, p.5). Childhood studies approach is sociocultural but mainly emphasises on children’s rights, the above quote shows that children have the right to express their own views. Educators need to think about children’s world before assuming they know what is right for them or what they believe to be age appropriate. United Nations (1989) acknowledges the importance of recognising and celebrating children’s culture and values. As stated in United Nations “parties shell respect the right of the child to freedom of thought, conscience and religion” (United Nations, 1989, p.5). Smith (2013) views children’s voice agency and rights as fundamental, he described childhood studies as ‘contextual’ in regards to each individual child, constructed in spaces and time in which they occur. Children are competent, powerful social actors, not mute vulnerable objects needing protection and lack of control (Smith, 2013). Childhood studies perspectives acknowledge the view of a child and listens to children’s voices. Educators need to reconsider
New Zealand signed this document which shows we are a country who values the childhood study approach (United Nations, 1989). Te Whāriki and its strands and principles are closely related to the views woven throughout the United Nations document (Ministry of Education, 1996). Both the United Nations document and our New Zealand curriculum Te Whāriki strongly influence the importance of including the ‘child’s voice’ within their early childhood learning and development (Ministry of Education, 1996). Te Whāriki concerns with well-being and wholeness of children and recognises children as their own person not assumptions of educators or adults. United Nations states in article 12 that children are “capable of forming his or her own views the right to express those vies freely in all matters affecting the child” (United Nations, 1989, p.5). Childhood studies approach is sociocultural but mainly emphasises on children’s rights, the above quote shows that children have the right to express their own views. Educators need to think about children’s world before assuming they know what is right for them or what they believe to be age appropriate. United Nations (1989) acknowledges the importance of recognising and celebrating children’s culture and values. As stated in United Nations “parties shell respect the right of the child to freedom of thought, conscience and religion” (United Nations, 1989, p.5). Smith (2013) views children’s voice agency and rights as fundamental, he described childhood studies as ‘contextual’ in regards to each individual child, constructed in spaces and time in which they occur. Children are competent, powerful social actors, not mute vulnerable objects needing protection and lack of control (Smith, 2013). Childhood studies perspectives acknowledge the view of a child and listens to children’s voices. Educators need to reconsider