QI 2.2 p25
Level 5 Illustration
Our curriculum framework secures children’s wellbeing and rights including the right to play.
QI 2.3 p28
Level 5 Illustration
The ethos and culture of our setting demonstrates a strong commitment to children’s rights.
QI 3.1 p40
Level 5 Illustration
Each child is considered as an individual with their own needs and rights. We seek out and encourage the participation of children through a range of developmentally appropriate activities which allows them to engage in decisions which affect them.
QI 3.1 p41
Features of Highly Effective Practice
Within and beyond our setting there is a shared understanding of wellbeing and children’s rights. Full account is taken of children’s rights and is considered in respect of their stage of development including when planning learning across the curriculum.
QI 3.1 p41
Challenge Question
How explicitly is the United Nations Convention on the Rights of the Child understood and embedded within our practice?
Appendix 2, p49
Image of the Child gives credit to the competences and potential of each individual. It recognises that every child is unique and an active learner who is capable and intelligent. Children have their own rights within early learning and childcare.
p26
Staff understand the importance of children’s human rights and reflect this in all of their work. This ensures children are healthy, happy and safe and that they have a say in their lives. Staff value diversity and challenge discrimination where this is needed.
p28
All staff recognise and promote the rights of children and families; all children and their families are treated with dignity and respect and their basic human rights are upheld. The United Nations Convention on the Rights of the Child (UNCRC), along with the Health and Social Care Standards, inform the approach to considering children’s rights in decision making
p29 Links to Health and Social Care
1.2 My human rights are protected and promoted, and I experience no discrimination.
2.2 I am empowered and enabled to be as independent and as in control of my life as I want and can be. •
2.3 I am supported to understand and uphold my rights.
4.1 My human rights are central to the organisations that support and care for me.
p6
A passionate commitment to ensuring social justice, children’s rights, learning for sustainability and equality are important prerequisites for all who deliver Scottish education.
QI 1.4 p27
Challenge Question
How well do we promote staff rights and responsibilities?
QI 2.2 p34
Level 5 Illustration
Our curriculum is grounded in our commitment to securing children’s rights and wellbeing.
QI 2.3 p36
Level 5 Illustration
The ethos and culture of our school reflects a commitment to children’s rights and positive relationships.
QI 3.1 p48
Level 5 Illustration
We consider each child and young person as an individual with his/her own needs, risks and rights. We ensure children and young people are active participants in discussions and decisions which may affect their lives.
p49
Features of highly effective practice
The whole learning community has a shared understanding of wellbeing and the children’s rights
All staff engage in regular professional learning to ensure they are fully up-to-date with local, national and, where appropriate, international legislation affecting the rights, wellbeing and inclusion of all children and young people.
Challenge Question
How well do all staff know and understand GIRFEC, the wellbeing indicators, and the United Nations Convention on the Rights of the Child?
p18
Pre-birth to Three (Learning and Teaching Scotland, 2010) reflected on four key principles of the Rights of the child, Relationships, Responsive care and Respect.”
p52
The early childhood curriculum experiences that practitioners provide for our very youngest should continue to be based on the four interrelated and interdependent principles of the Rights of the Child, Relationships, Responsive Care and Respect.”
p84
Continuous learning and development to better understand and meet the needs and rights of young children
p99
Our Scottish early childhood curriculum promotes a child-centred approach. We recognise the value of a flexible and responsive curriculum. We know that positive outcomes for children and families are realised in settings which uphold the rights of the child.
p106
The Reggio Emelia Approach offers a philosophy, which is centred on the image of the child. Carla Rinaldi writes that right from the moment of birth, the child should be viewed as competent, a fully participating citizen who possesses rights. The child has rights rather than needs and the role of the practitioners is to ensure that these rights flourish.
