According to Hassall and Davies what is required is improved public education

According to hassall and davies what is required is

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According to Hassall and Davies, what is required is improved public education about the Convention so that it can be debated and subsequently have a positive effect on policy development for children and young people in this country. The whole child approach, in contrast to the view of children’s rights usurping or undermining those of the family, promotes a view of children as people in their own right, while still recognising their need for protection and care within a family/whānau setting. Underpinning the rights of children as set out in UNCROC is a particular view of children: Children are viewed not as subjects requiring charity or philanthropy but as citizens (and agents) in spite of their temporary state of immaturity [UNCROC] represents a set of claims made on behalf of the child to activate the obligations and responsibility of adults in a society (Earls and Carson, 2001). Consistent with UNCROC is A Draft Charter of the Rights of the Māori Child Te Mana o te Tamaiti Māori (2002) published by Early Childhood Development (ECD). This Charter is a bilingual document which is a result of two years consultation with Iwi/Māori Social Service, health and education provider groups and which evolved through the delivery of the programme Atawhaingia te Pā Harakeke (Training and support for Māori and Iwi providers) by the Māori Training Unit of ECD. The fundamental ethos of the Charter is: The Māori child, like all other children around the world: has human rights which are the basis of freedom, justice and peace needs special care and attention grows up best within a loving whānau needs legal and other protection will flourish in an environment that acknowledges and respects their cultural values. The fundamental principals of Te Mana o te Tamaiti Māori are: Whakamana, Kotahitanga, Whānaungatanga, Ngā Hononga . Ngā Hononga describes the Māori child existing within a society of extensive relationships and having the right to know, to contribute positively to, and to benefit from those relationships. Children’s ‘voice’ 15
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We need to continue to challenge our traditional thinking about children and childhood, and our concern about the competency of children to participate. Any doubts we may have about their ability to share their ideas about their needs, interests and rights need to be overcome: Children’s viewpoints have often been ignored because of their presumed incompetence. Powerful normative models of what children can and cannot do are embedded in cultural contexts. Almost everything that children have ever been assumed incapable of doing, such as seeing things from other people’s perspectives or being reliable witnesses, has been challenged by social science research (Smith and Taylor, 2000). Smith, Gollop, Taylor and others in New Zealand have researched and written about gaining and providing opportunities for children’s ‘voices’ to be heard within a range of social contexts, issues and services: Our interest in children’s ‘voice’ comes from the obvious fact that children
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