Activity 2.4 | Ethical and Equitable Practices

Children's Rights

As we reflect on where we have been, contemporary Early Learning Frameworks can guide us forward to think about pedagogical approaches that are both ethical and responsive. These frameworks encourage us to create environments and practices that support holistic care and education while upholding children’s rights and promoting justice, equity, diversity, and inclusion. At the heart of all of this is upholding ethical standards and integrating approaches that truly respect children’s personhood, their rights, their autonomy, and their agency. Draw on the following resources to think critically and reflect on our current practices. 

How you can lead meaningful change in our early learning environments?

Explore the provided resources and consider how these documents contribute to the pedagogical practices in early learning. 

Children’s Rights: 

"There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they can grow up in peace." 

Kofi Annan

Watch the two short UNICEF Canada videos:

(1) The Right to a Childhood | UNICEF Canada and 

(2) Just a kid | #WorldChildrensDay

Now, explore the United Nations Convention on the Rights of the Child (Child version!). As you read and reflect on the videos and convention proceedings, consider:

• Are we creating spaces and curricula where children feel seen, heard, and valued? Are we challenging biases and working towards equity? 
• Do the practices align with the rights of children? 

References

Annan, K. (n.d.). There is no trust more sacred than the one the world holds with children... [Quote attributed to Kofi Annan]. UNICEF. 

UNICEF. (n.d.). About the Convention on the Rights of the Child. UNICEF Canada. https://www.unicef.ca/en/policy-advocacy-for-children/about-the-convention-on-the-rights-of-the-child

UNICEF Canada. (n.d.). The Right to a Childhood [Video]. YouTube. https://www.unicef.ca/en/right-to-a-childhood

Unicef Canada (2024). Convention on the Rights of the Child (child version). https://www.unicef.org/child-rights-convention/convention-text-childrens-version 

UNICEF Canada. (n.d.). Just a Kid | #WorldChildrensDay [Video]. YouTube. https://www.youtube.com/watch?v=9RU4awGTPWo​

Case Study

Now that you have engaged with resources on children’s rights, consider how you might implement practices that respect children’s autonomy. 

At a busy preschool centre, Ms. Carol, a seasoned educator, prides herself on having a calm classroom. One day, Liam, a four-year-old, struggled during circle time, fidgeting and calling out repeatedly and rolled around on the floor. Despite several reminders, he continued. At snack time, Ms. Carol withheld his favorite crackers, stating, "You didn’t earn them today because you didn’t listen." Liam’s face fell as he watched his peers enjoy their snacks. “When you show me you can sit still you can have them” she said. 

Later, Liam’s mother, Ms. Ortiz, noticed her son was unusually quiet after school. When asked about his day, he mumbled, "Ms. Carol said I was bad, so I didn’t get crackers." Troubled by this, Ms. Ortiz raised her concern with the preschool director, questioning the practice of using food as a behavioral incentive.

Ethical Concerns
The director recognized that withholding food as a reward or punishment infringed on children's rights as outlined in the United Nations Convention on the Rights of the Child, which emphasizes the right to adequate food, non-discrimination, and respect for dignity. Additionally, ECEBC’s Code of Ethics stresses that all children must be treated with equity and compassion, and basic needs, such as food, should never be conditional. B.C.’s Childcare licensing regulations also state that food cannot be used as a reward or punishment. 

Reflecting on the Practice
How might you approach Carol to open a discussion about this?  

Ensure that all children receive snacks, recognizing that food is not a privilege. Allowing children to choose what they would like to eat, from the food provided.

This case highlights the importance of critically examining practices to ensure they align with children’s rights. Educators have a profound responsibility to respect and uphold these rights, fostering environments where all children feel valued, respected, and supported. Recognizing and addressing unintentional infringements, like withholding food, creates opportunities for growth and strengthens the commitment to nurturing children’s holistic well-being.

• How can we uphold children’s rights throughout our time with them? 
• How do we continuously examine how daily practices can either uphold or undermine children’s rights? 
• How can we support Educators to empower children while fostering a respectful and nurturing environment?