The role, aim and peculiarities of the convention on the rights of the children in the organization of assessment in pre-school and primary education

THE ROLE, AIM AND PECULIARITIES OF THE CONVENTION ON THE RIGHTS OF THE CHILDREN IN THE ORGANIZATION OF ASSESSMENT IN PRE-SCHOOL AND PRIMARY EDUCATION

• In 1989, world leaders made a historic commitment to the world’s children by adopting the United Nations Convention on the Rights of the Child – an international agreement on childhood.
• These four principles contribute to a general attitude towards children and their rights. They are based on the notion that children too are equal as human beings.
• The affirmation of the rights to play underlines that childhood has a value in itself; these years are merely a training period for life as an adult.

How do we grant children equal value and at the same time guarantee them the necessary protection? The answer lies in the implementations of the four general principles. Together they form nothing less than a new attitude toward children. They give an ethical and ideological dimension to the convention

• How do we grant children equal value and at the same time guarantee them the necessary protection? The answer lies in the implementations of the four general principles. Together they form nothing less than a new attitude toward children. They give an ethical and ideological dimension to the convention

1. Non-Discrimination

• One general principle as identified by the committee on the rights of the child is that all children should enjoy their rights and should never be subjected to any discrimination. The obligation to provide equality of opportunities among children is expressed in Article 2, the first paragraph of which reads: "States parties shall respect and ensure the rights set forth in the present convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's parents or legal guardian, race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, poverty, disability, birth or other status."

2. Best interests of the child Children

• Best interests of the child Children, especially when they are very young, are vulnerable and need special support to be able to enjoy their rights fully. How could children be granted equal rights and at the same time the necessary protection? Part of the answer lies in the principle of the best interest of the child, formulated in Article 3:1. "In all actions concerning children whether undertaken by public or private social welfare institution, courts of law, administrative authorities or legislative bodies, the best interest of the child shall be a primary consideration."

3. The right to survival and development

• The principle most directly related to children's economic and social rights is formulated in the right to life article. The article goes further than just granting children the right not to be killed; it includes the right to survival and development which is formulated in Article 6:2 and states thus: "State parties shall ensure to the maximum extend possible the survival and development of the child."

4. The views of the child

• A crucial dimension of the convention is expressed through another principle, the one about respecting the views of the child. In order to know what is actually in the interest of the child it is logical to listen to him or her. The principle is formulated in Article 12:1 which states that "States parties shall assure to the child who is capable of forming his or her own views the rights to express those views freely in all matters affecting the child, the view of the child being given due weight in accordance with the age and maturity of the child.

• The UN’s Convention on the Rights of the Child outlines very basic human rights (e.g., to protect children against child labor and violence and secure their right for education). My list of children’s rights starts from the assumption that children are in an educational environment. I hope this list of rights will raise awareness for the subtle abuse and hidden suffering that occur in schools every day.

• If we allow children to feel more comfortable in learning environments, we adults will also feel better and happier! Instead of having to worry about being thirsty or feeling emotionally drained, children will consistently have their needs met. Children will gain the opportunity to experience true, authentic learning with joy. This leads to a lifelong love of learning.

All children have the right to do the following:

• Go to the toilet when needed.
• Have drinking water available.
• Move the body when needed.
• Learn to take care of personal needs.
• Learn and process emotions through play.
• Learn through exploration, trial, and error.

• Make mistakes and not be judged or shamed.
• Learn at a personal pace.
• Fully understand a subject before being tested.
• Not to be tested involuntarily. Instead, share knowledge by free choice, only when ready to receive feedback on learning progress.
• Not to be punished. Instead, children should be respectfully encouraged to become more self-disciplined.
• Not to be compared with peers. Instead, acknowledged as an individual student with individual talents, opinions, and characteristics.
• Not to be judged for being different