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A short reflective essay examining practice in relation to the UNCRC This part of Assignment 1 requires you to think more deeply about children's right to play.

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Prescribed reading Alderson, P. (2008). . London: Young children’s rights: Exploring beliefs, principles and practice Jessica Kingsley Publishers. Task Assignment 1b (1200 - 1400) (30%)A short reflective essay examining practice in relation to the UNCRC This part of Assignment 1 requires you to think more deeply about children's right to play. What is the "right to play"? Why is it an important right to protect and enact in early childhood education and care? Draw on your readings to reflect upon the practices and / or policies of your early childhood servic...

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Prescribed reading Alderson, P. (2008). . London: Young children’s rights: Exploring beliefs, principles and practice Jessica Kingsley Publishers. Task Assignment 1b (1200 - 1400) (30%)A short reflective essay examining practice in relation to the UNCRC This part of Assignment 1 requires you to think more deeply about children's right to play. What is the "right to play"? Why is it an important right to protect and enact in early childhood education and care? Draw on your readings to reflect upon the practices and / or policies of your early childhood service in relation to the right to play. In your discussion, give examples of how you think children's right to play is respected in your service and ways that you think this could be improved. Explain why you think these are good or poor examples. Please refer to the Right to Play booklet; ACECQA's Guide to the Quality Standards and the Early Years Learning Framework (EYLF), and any other material as appropriate, to guide your thinking. In your essay you must: *Link the right to play to the UNCRC *Explain why the right to play is important. *Look for examples of practices/ policies in your setting where you can see these rights enacted or where you think practices could be improved. *Make sure you consider these examples in the light of identified readings. *Discuss these examples in your essay. In your discussion explain why you think these are examples of good or poor practice. *Make sure your essay starts with an introduction and ends with a conclusion. Presentation Word docments are preferred as PDF's are not compatible with CSU marking programs. 2.5cm margins, 1.5 line spacing and size 12 font Times New Roman. Please provide a cover page to your essay with: Module two PRESCRIBED BOOK TO READ Alderson, P. (2008). . London: Young children’s rights: Exploring beliefs, principles and practice Jessica Kingsley Publishers. Read pages 10-44 of the following booklet carefully. Brooker, L. & Woodhead, M. (2013). The Right to Play. Milton Keynes: The Open University. Think / Do The Early Years Learning Framework recognises play as the medium for children's curriculum. So, does the right to play Children’s Rights the Foundation: Play Read Reading 2.5 Read pages 10-44 of the following booklet carefully. Brooker, L. & Woodhead, M. (2013). The Right to Play. Milton Keynes: The Open University. Think / Do The Early Years Learning Framework recognises play as the medium for children's curriculum. So, does the right to play need defending? What practices, expectations and trends might threaten the right to play? The ideas raised by the play booklet will help you think about your first assignment. Module 3a: Childhood & Rights: Re-imagining Children as Rights Holders Read Reading 3.1 Alderson, P. (2008). Young children as people. In Young children’s rights: exploring beliefs, principles and practice (2nd ed.). (pp. 111-130). London: Jessica Kingsley Publishers. (This is an e-book available from the library). Reading 3.2 Rinaldi, C. (2013). Re-imagining Childhood (pages 15-20 essential reading). Professor Carla Rinaldi was the Adelaide Thinker in Residence (2012-2013). Professor Rinaldi has had a long association with the Reggio Emilia programme and Italy, and her writing provokes us to think about our images of young children and how these effect what we do as educators. If you have time, you may want to read the whole book and / or share it with others. Reading 3.3 Early Childhood Australia Supporting Young Children's Rights: Statement of Intent Watch / Listen / View Watch the news, listen to the radio, read the newspapers and see how children are represented. For example, you may want to listen to the following Law Report from Radio National. Although it may not be directly related to your work as educators, it does raise issues of children's citizenship that are of interest. http://www.abc.net.au/radio/programitem/pgOEGZnnwG?play=true Module 4: Provision Rights: Provision of Play spaces Statement of Purpose Provision Rights are a core aspect of UNCRC. In Module 4 you are asked to consider provision of play spaces for children. Read Reading 4.1 Alderson, P. (2008). Children's Provision Rights. In Young children's rights: Exploring beliefs, principles and practice (2nd ed). (pp. 27-45). London: Jessica Kingsley Publishers. (Available as an e-book from the library) Reading 4.2 Read pages 41-52 of the following reading. Here Lester and Russell discuss provision in relation to children's right to play. Lester, S. & Russell, W. (2010) Children's right to play: An examination of the importance of play in the lives of children worldwide. Reading 4.3 Kennedy, A. and Barblett, L. (2010). Learning and teaching through play. Watch / Listen / View Thisarticle and sound bite from ABC Radio Nationalon the formation of playgrounds for children in Melbourne provides an interesting insight into how play space for children has not always been seen as a right. Think / Do 1. How does your local community provide for children's play? Are there playgrounds? Go onto your local Council website. What information does it provide about the local parks/playgrounds. Visit one of the parks/playgrounds and observe its condition (e.g. safety & attractiveness); is it inviting; how are children using the equipment; is there opportunity for children to explore; are they accessible and inclusive? 2. Reflect on the quality of play provision within your setting. Is it accessible and inclusive for all children? Question 3 According to the article of the UN Conventios, play can be defined as a universal right for all the childre(UNICEF, 2015). At the centre, I look after the four to five year olds, and I encourage and support self-directed play providing the children the flexibility and safe environment which promotes and gives opportunities where the children can explore their full potentials, allowing the children to be in control of their play, believing their imaginations embraces them into a whole new world. Supporting self-directed play our centre motivates the children intrinsically and develops self-confidence (supporting young children's rights statement of intent 2015). At other centres, I worked at I have witnessed other educators wanting the children to quickly pack away ready for morning tea or lunch and the children felt disappointed and unhappy because they work on something that is of much importance to them. At the centre I work at now we allow the children to take their time in what they are creating and always allowing the children to return to what they have created need be that afternoon or the next day or after the weekend. An example of two children in the Pre-school room playing , they gathered many materials from the "loose parts" area, and I observed them while they were creating what looked like a house, they though about the process and they were conversations between them of the way they were going to plan this following project, I watched as they tried and used what materials worked for them , through trial and error, this project grew bigger with other children also wondering and curious about what these two boys were constructing, more ideas flowed in as they joined their friends, more discussions between the four children, from one idea another idea arised . There were laughter and joy, teamwork, communication, imagination and creativity. They listened to each others ideas and they wanted to add lizards to their play , from something so small this grew into a big project and the children didn't want to leave, the children wanted to continue playing , because great skills and thoughts were being emerged. The children talked about what they had built , it was meant to be a pyramid which they wanted to build through a story we had read that week, but down the track , with thought and input, the children created a big house for the lizards. Something so small but something so big in their minds. "Respecting children's right to play" is essential for their learning and development. Children are capable of constructing their knowledge (Rinaldi, C . 2013). References Alderson, P . (2008). Young children as people. In Young children's rights: exploring beliefs, principles and practice (2nd ed. ) . (pp. 111-130). London: Jessica Kingsley Publishers Rinaldi, C. (2013) . Re-imaging Childhood http://www.reggioaustralia.org.au/images/doc/carlarinaldi%20adelaide%20thinker%20in%20residence%2020 12%20-202013%20x.pdf UNICEF (2015). Fact Sheet: A summary of the rights under the Convention on the rights of the child. Retrieved from: www.unicef.org Supporting Young Children's Rights: Statement of Intent http: www.earlychildhoodaustralia.org.au/wp-content/uploads/2015/03/Supporting -young-children-rights-statement-of-intent-2015-2018.pdf Question 2 I believe "the right to play " is of prime importance for children to develop their creativity and imaginary skills. All children have a right to play and enjoy life, as an educator I encourage and support their learning by allowing children to investigate and learn through play further developing their cognitive, social , emotional and language skills. Play is significant in developing ways of rational thinking , to have mathematical understanding and communication. The children think symbolically when they play , for example when a child plays with a block they pretend it's a phone and their imaginations go beyond anything else and observing this as an educator gives me pride, listening to their conversations and seeing them trying to solve problems and initiate their own play. As an educator I provide this opportunity for the children to feel free and to explore their world with their own ideas and thinking by providing stimulating materials and resources such as " loose parts " and " natural resources" enhancing and providing open-ended opportunities which help the children plan and think which they develop theories of how things work in their world. Play develops self - confidence and efficacy in children, enhancing their social behavior as they start to understand the importance of having friends and meaningful relationships, children start to connect themselves with the world as they learn to share and work as a team through play (Brooker and Woodhead,2013). During play, children imitate activities of parents or siblings. These imitations are reflections of aspirations by play and motivate children's efforts(Brooker and woodhead,2013). Children learn to experiment and gain experience of the world they live in giving them a sense of belonging. The become more curious, interactive and expressive. Children should not be prevented from playing as it is a necessary part of their development (Alderson, 2008). Rreferences Alderson, P. (2008) Young Children's Rights: Exploring Beliefs, Principles and Practice. 2nd Ed. Jessica Kingsley Publishers. Brooker, L . & Woodhead, M. (2013). The right to play. Milton Keynes: The open University. Retrieved from : https://bernardvanleer.org/app/uploads/2015/12/ECIF9_The Right-to-Play.pdf Question 1a Article 13- Freedom of expression Children's rights to freedom of expression, states that every child has rights to voice their thoughts and should be respected, regarding any information and ideas irrespective of the frontiers in orally or in written format or through any media as per the choice of the child( Lundy, 2014). This article ensures that the political and the civil rights apply to the children like any other human being. In many countries are not considered to be eligible for making decisions. In spite of all the obstacles, children's presence in protest movements has provided a strong base for allowing children in expressing their views (Lundy, 2014 ). As an early childhood educator , I believe in developing the spiritual growth of each child, which cannot be accomplished if a child is debarred from their rights. Every child should enjoy the freedom to express his/her perceptions and enjoy his/her choice of say which maximizes their ability and respects for their family, cultural and other identities and languages. As an educator , I provide and encourage the childen in my care opportunities through play such as role play and various other play opportunities to gain confidence and to gain a greater sense of belonging as they have the freedom to be themselves and to express their feelings and their thoughts. According to Alderson, we all have a story to share irrespective of our age; hence a child should be considered as an effective means of communication (Alderson, 2008). References Alderson, P. (2008). Young children's rights: Exploring beliefs, principles and practice. (2nd ed). London:Jessica Kingsley Publishers. Lundy , L . (2014). United nations convention on the rights of the child and child well-being. In Handbook of the child well-being.

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Right to play is stated as a universal right of children and young people to engage themselves in play activities. The play is a broad term which had been difficult to define. Play can be defined as the activities liked by children. It can also be stated as the activities, that children willingly conduct or involve in, for fun. These can be helping adults in their outdoor free play or planned play, with fixed equipment such as swings or with loose parts, pretend play or active play.(Brooker & Woodhead, 2013). Psychologists have together put forward six characteristics of play. These include intrinsic motivation to play; enjoyment or fun feeling; no external rules only internal rules; no goal to play activity, process is important as compared to the outcome; need active participation from players while playing.  Children are notrequired to be literate about the various characters they play.

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