Dr Cynthia Hicban is not really advocating tardiness en masse in schools, but the University of the Sunshine Coast Education academic made some surprising – and encouraging – discoveries as she researched how children under six interact with others in an early childhood setting. She writes:
Children aren’t our future; children are our now. Their world is the one we are living in.
World Children’s Day on Wednesday 20 November marks the anniversary of the United Nations Convention on the Rights of the Child, so let’s take stock of how we’ve all honoured the 54 promises our governments made to children in the UN Convention.
Article 12 of the United Nations Convention
The Convention is a complex legal document but those rights underpin our national education curriculum. The articles are designed to ensure all children live healthy, happy and safe lives. Article 12 is all about listening to children’s voices. It’s a great place to start.
Article 12
1. States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.
2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law.
Article 12 means that we as parents and early childhood educators need to pause, listen hard and include children in decision-making where possible. Children constantly remind us of things we know are important but forget to prioritise during our busy daily lives.
Take the morning rush for school, for example. Think about a child’s sense of achievement if they get an extra 10 minutes to put on their own shoes and socks. The wait may seem agonising but this ‘little thing’ could set them up for a feel-good day instead of taking on adult stress.
Early childhood teachers can empower children
Researching a regional childhood setting in South East Queensland helped us discover the significance of the ‘little things’. We found that teachers were empowering children without realising how they were doing it.
When children were climbing a tree, a teacher helped walk the tightrope between protection and agency by asking a simple question: Are you feeling safe, though?
Likewise, children are experts at creating spaces to be heard – and they might not even use their voice.
If a child is hanging from play equipment hoping for a glance and a teacher notices and connects, it may mean so much to that child’s wellbeing, learning capacity and behaviour that day. Giving children choices and involving them in making rules can also have important positive impacts.
The benefits of active listening
This process is beneficial even if a child’s request is denied. The most vital aspect is taking time to actively listen. Think how traumatising it feels as an adult when you’re not given a chance to be heard, when your wants or opinions are ignored, when your right to speak is taken away from you.
So, if we can support children’s rights through everyday practices in our own environments, imagine children’s participation on bigger stages – peace talks, environmental issues, global relations. Brave children have already spoken out and become role models, and we need to take their views seriously. How can we transform our listening into action?
As an extension of the research, interviews were conducted with children and will appear in an upcoming Child Rights Report. The key question asked of four and five-year-olds was: What could a Child Commissioner do to make things better for young children?
Their responses revolved around protection from harm, the right to be loved and to spend time with family and friends, the right to express themselves and feel good about themselves, and to have access to education.
Concern for the environment also was a strong theme, echoed in this quote from Harry*, age 5:
(*Name changed for privacy)
“Get more farmers to grow more food. Build more shops. Make more science. Get more water. Get some more birds to come and visit. Get some more bees. And we should make more mountains.”
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