United Nations Convention Early Childhood Education

Question: Discuss about the United Nations Convention for Early Childhood Education. Answer: Introduction The United Nations Convention on the Rights of the Child (UNCRC) deals with the childs rights according to the international human rights. The convention illustrates the way the children needs to be viewed and treated (Unicef.org.uk, 2016). The assignment studies the rights of the child on the seven-year-old child, Ruth based on the UNCRC articles and the social cultural theorists- Urie Bronfenbrenner and Lev Vygotsky. In addition, the theories apply to the UNCRC articles that are Article 12 and Article 15 for further explanation and effectiveness. Urie Bronfenbrenners ecological theory considers the ideas of the environment greatly based on childs development that seeks to explain the knowledge, competencies and development through support, structure and guidance. Moreover, it also explains the social change over time in terms of cumulative effect affected by interactions among the number of overlapping ecosystem (Bessell, 2015). On the other hand, Lev Vygotsky theory is based on the zone of proximal development through asking for right questions as well as planning for further experiences. Furthermore, it maintains the children knowledge and acquisition of social construct like beliefs, culture and problem solving strategies. However, UNCRC considers the articles laid down for child development to highlight the positioning of the child in the society (Unicef.org.uk, 2016). The social construct theories are apt for the both the articles as the child decides the basis of his/her environment. Differences in the theories based on the UNRC Articles The basic difference between the Vygotsky and Bronfenbrenners theory is the nature of environment. Vygotsky is of the view that learning is done through the environment in order to develop the potential of the child. However, the process is based on the childs intelligence that is developed over time and is single directional in nature (Bornstein Bruner, 2014). Nevertheless, child and environment social interaction can increase if the childs guidance is from the known people such as family and friends but it assumes that too complex situation needs to be mastered independently by the child to adopt the environment without any difficulty. On the other hand, Bronfenbrenners view is undertaken on the broad concept of the systems theory in which the environment is based on different ecosystems that define the childs development. Conversely, this assumes to a have bidirectional relational relationship between child and environment (Zhou Brown, 2014). The second major difference between the two articles is that Vygotskys was primarily based on the relationship with single environment and childrens capacity to participate in the social and cultural context of their participation as a basis for learning new things like language which can be termed as a key aspect in cognitive development (Van Lier, 2014). Whereas Bronfenbrenners ecological theory emphasizes on the participation and engagement through person, process, context as well as time based on the collaborative as well as active activities undertaken by the child to learn the environment and also by the environment for active participation of the child (Labuschagne, 2015). Although, Urie Bronfenbrenners ecological theory is based on the workings of Bandura and Vygotsky but the theory assumes to have more importance than Vygotsky theory because it covers the article 12 and 15 both of UNRC when applied on the seven year old, Ruth. The theory not only highlights the importance of child and environment development but it also studies the different groups as well as varied systems and interrelationships among those systems that Ruth is facing and will face till she becomes competent. The article 15 is based on different systems that include family as well as society which provide assistance in the Ruths development. Conversely, article 12 also fits in the theory because the learning is bidirectional such as Ruth can influence the behavior of the family and vice versa. The multi-level environments as well as interactions among them provide a basis of physical health, maturity, language, cognitive development as well as competence and communication skills that not only helps in childs development but also accompanies the social change over time on the multi-level environments (Rose, Gilbert Richards, 2015). On the contrary, Ruth is also one child that needs to be served equally with all rights in the environment and with her learning with the environment, Ruth can also provide her opinion which will term to be beneficial for the environment. Conclusion To conclude, it can be said that UNCRC articles apply with social construct theories between the child and environment. moreover, out of the two social cultural theories Bronfenbrenners ecological theory prove to be effective as the relationship with the child and environment is bidirectional in nature stating one affect the other and vice versa. However, this theory can prove to be effective when applied to Article 12 and Article 15 and also when analyzed on the perspective of Ruth. References Bessell, S. (2015). Rights-Based Research with Children: Principles and Practice.Young,2, 1. Bornstein, M. H., Bruner, J. S. (2014).Interaction in human development. Psychology Press. Labuschagne, M. (2015).Promoting quality learning environments at early childhood centres through service learning(Doctoral dissertation). Rose, J., Gilbert, L., Richards, V. (2015).Health and Well-being in Early Childhood. Sage. Van Lier, L. (2014).Interaction in the language curriculum: Awareness, autonomy and authenticity. Routledge. What is the UNCRC? | Children's rights | Unicef UK. (2016).Unicef.org.uk. Retrieved 31 August 2016, from https://www.unicef.org.uk/UNICEFs-Work/UN-Convention/ Zhou, M., Brown, D. (2014). Educational learning theories.