RUNNING HEAD: CHILDRENS RIGHTS IN THE CLASSROOM

Childrens Rights in the Classroom

Chrissy Eld
EDTS 321
S. Woitte
07 April 2016

On November 20, 1989 the United Nations put forth the Convention of the Rights of the
Child to ensure that all children grow and develop in, an atmosphere of love, understanding and
happiness where they are afforded, peace, dignity, tolerance, freedom, equality, and solidarity

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(United Nations, n.d., Preamble section, para. 6,7). In order to understand how this
Convention affects both the children and professionals in the educational environment, four
sections will be investigated, first, an explanation of this Convention will elaborate why it is or
could be an issue in schools, next, connections will be made between the rights of children and
child development theories to better understand the impact on children. Third, an inquiry will be
made as to how the Convention relates to teaching and the classroom, and finally, suggestions for
pre-service teachers will be made.
Explanation of Convention
As with all reform movements, a need to stop the injustices suffered by the weakest of
society, the children, was identified and steps were taken to ensure their safety and wellbeing.
The United Nations Convention on the Rights of the Child was a 10 year process and culminated
in the ensuring that all children will have their rights respected (Hart & Hart, 2014, p. 9).
According to United Nations (n.d.), there are 54 Articles that have been brought forth, agreed
upon, and put into force with this Convention (Title section, para. 1). Hart and Hart (2014)
considered this legally binding document as, humankinds best to-date human rights expression
of enlightenment regarding the necessities, aspirations and dignity of human existence and
fulfillment (p. 9). This document outlines the rights of children all over the world but what does
that mean personally?
Hart and Hart (2014) report that, the rights contained in the Convention represent
officially recognized obligations to children, a bedrock of universal values to be applied to all
children, in all sectors of life, by all personnel, at all times (p. 10). The basis of the educational
system is children and therefore anyone who has any association with this system is obligated to
not only be informed about these rights but is held legally responsible to ensure these rights are

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being implemented at all times. Furthermore, should these rights ever be violated, the onus is on
the professional staff at schools to report the infringement. This puts the responsibility of
ensuring the rights of the child are being upheld directly into the hands of teachers. Teachers
must therefore be knowledgeable on the individual rights of the children, must have tools and
skills that ensure they are abiding by these rights, and must also be aware of how to handle a
situation where the childs rights are being violated. This knowledge and skill-set should be held
up to the same accountability as curriculum expertise.
Connections to Developmental Theory
Several Articles of the Convention correspond with education and two of the Articles deal
specifically with the language and culture of students. Lev Vygotsky, an educational theorist,
believed that, cognitive skills are mediated by words, language, and forms of discourse and
also that, cognitive skills have their origins in social relations and are embedded in a sociocultural backdrop (Santrock, Woloshyn, Gallagher, Di Petta, & Marini, 2010, p. 45). Vygotsky
expressed that the most important tool that children use to develop their cognitive abilities is
language, especially using language amongst their social relations and within their culture
(Santrock et al., 2010, p. 45). This developmental belief connects directly to Article 29 and 30 of
the Convention that demands that children be allowed to follow their indigenous cultural values
and use their ethnic language (United Nations, n.d., Part 1, Article 29 & 30). It is very important
that educators keep in mind that it is developmentally imperative that ELL children are supported
in both english language acquisition as well as their first language while also allowing the
children to express their cultural diversity. Immigration levels are at an all-time high and the
need to ensure childrens rights with regard to their language and culture is paramount.

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Two other educational theorists, Urie Bronfenbrenner and Erik Erikson, also have insight
into the development of children. Bronfenbrenner identified that interactions within social
contexts, namely family, peers, and schools, are important influences on childrens development
(Santrock et al., 2010, p. 71). Healthy social-emotional development is dependant on children
having positive relationships with their caretakers which is secured by many Articles of the
Convention. The Convention states that children have the right to not be separated from their
parents, that they have the right to see both parents, and that the parents or legal guardians have
the primary responsibility for the childs upbringing (United Nations, n.d., Part 1, Article 5,9,&
18). Schools must recognize these rights of the children and parents in order to facilitate the
growth of the child.
Erikson submitted that an important psychosocial component of development in children
is the need for exploration (Santrock et al., 2010, p. 70). This exploration happens in a series of
stages and ultimately culminates in a person with a positive identity. To assure that children go
through these developmental stages in a safe and caring manner, their rights must be taken into
consideration. The Convention describes that children must have the right to express their
thoughts, to have rest and leisure, and that all adults must ensure that they are putting the childs
best interest first (United Nations, n.d., Part 1, Article 3, 13, 14, & 31). Hart and Hart (2014)
state that, it is important to recognize that each Article of the Convention has relevance for
school life and its learning and development influences on the child (p. 12). Positive
development is possible when children are assured of their rights in the school setting.
Childrens Rights and The Classroom
The purpose of schools are to provide a service to the children of their society. Families
are the primary contributors to the health and wellbeing of a child but the importance of schools

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in the successful development of a child cannot be overstated. Miller, Colebrook, and Ellis,
(2014) articulate that, schools are critical societal institutions that have a responsibility to
promote and protect childrens human rights and to prepare a child to act responsibly in a free
society (p. 13). It is therefore the school and teachers obligation to secure the rights of the
students.
Fiorvanti and Brassard (2014) have proposed a framework for schools to establish
themselves as a rights-respecting school:
(a) educate all in the school community about child
rights;
(b) build a mechanism for the discussion of child rights
and resolution of rights violations within schools;
(c) guarantee children the right to express their views
and to participate fully in matters that affect them;
(d) impart all school community members with the
skills to build positive relationships with one another and teach students
how to protect themselves from child abuse and interpersonal violence;
(e) ensure that each child has a committed relationship
at school to monitor his or her progress and provide support when
indicated; and
(f) build a positive climate through needs assessments,
rights-promoting school policies, and continuous evaluation and
improvement. (p. 349)
Hart and Hart (2014) believe that, applied within the school community, this positive holistic
ideology of the Convention can significantly enhance the purposes, processes, and consequences
of schooling (p. 12). Schools must provide a place where children are protected, feel
empowered, and are free to grow and develop into positive members of society.

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Rights and Pre-service Teachers

The need for all members of the education community to become familiar with childrens
rights cannot be emphasized enough. Not only should pre-service teachers gain an
understanding of the United Nations Convention on the Rights of the Child, but they should also
try to incorporate these rights into their developing lesson-planning skills. Just as educators are
now responsible to incorporate critical thinking skills into their lessons, they should also consider
immersing rights-based ideas into each lesson. Promoting human rights within daily activities
will provide a model for students to behave in a positive manner.
Pre-service teachers should recognize the importance of allowing for cultural diversity in
the classroom, for fostering a sense of acceptance and belonging, and for encouraging students to
express their thoughts, ideas, and values. They should realize the importance of school and
family collaborating and should see breaks, such as recess, as a fundamental right of the child
that cannot be taken away. Pre-service teachers should take it upon themselves to learn the rights
of the child, implement into lessons, and ensure that childrens rights are never violated.
Conclusion
Hart and Hart (2014) summed up the association between educational systems and
childrens rights by postulating that:
education is expected to promote the full development of the child in
every area of physical and mental potential of personality; to develop
respect for human culture of others, and for the natural environment;
and to prepare the child for a responsible life in a free society,
emphasizing understanding, peace, and non-prejudicial discrimination. (p. 13)

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Ultimately, in conjunction with the childs family, it is the duty of the school to deliver
opportunities for growth and development in a thoughtful and individualized manner that ensures
that the rights of the child are taken into consideration.

References
Fiorvanti C.M., & Brassard M.R. (2014). Advancing child protection through respecting
children's rights: A shifting emphasis for school psychology. School Psychology Review,
43(4), 349-366.
Hart, S. N., & Hart, B. W. (2014). Children's rights and school psychology: Historical
perspective and implications for the profession. School Psychology International, 35(1),
6-28. doi:10.1177/0143034313508875
Miller G.E., Colebrook J., & Ellis B.R. (2014). Advocating for the Rights of the Child Through
Family-School Collaboration. Journal Of Educational And Psychological Consultation,
24(1), 10-27. doi:10.1080/10474412.2014.870483

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Santrock, J. W., Woloshyn, V. E., Gallagher, T. L., Di Petta, T., Marini, Z. A. (2010). Educational
psychology (3rd Canadian ed.). Toronto: McGraw-Hill Ryer
United Nations. (n.d.). Convention on the Rights of the Child. Retrieved from
http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx