Action for Children’s Post

‘Young at heart: Becoming a nation with children at its centre in 10 courageous steps’ - The RSA (The royal society for arts, manufactures and commerce) Just imagine . . . the government comes together to declare that for too long children have been ignored, and that they have the courage to become child-centred nation. From idea to action . . . If a country made this declaration, what would be the practical next steps? Here are 10 key considerations to guide leaders towards becoming a child-centred nation. 1. Listening to children 2. Protecting the right to play 3. Sparking and developing creativity in children 4. Ensuring safety 5. Equipping children as peacemakers 6. Bringing hope and skills for climate adaptation 7. Designing with children instead of for children 8. Learning languages, place and local understanding 9. Putting value on the public good of good parenting 10. Considering international relations and foreign policy Here are some questions to sharpen government’s performance and move towards becoming a child-centred nation: Minister for Children: Who in my government is responsible for children? Who is listening to them, designing with them, and taking steps to improve the lives of children in my country? Foundations: Have we considered safety and access to essential resources? Are we building the attitudes, institutions and structures for a peaceful society? Long-term view: Are child-lens investment approaches being used? Are we considering the countries children will inherit? Valuing social good: Are children seen as agents that simply reduce the working capacity of their parents and thus tax revenues? Do we recognise the value to our country of raising children? Learning: Are changes required to our educational systems and curriculum? Have we listened to children and not designed play out of our school systems? “A child-centred nation is one with play at the centre of all primary education.” 🏫🚸🌿🍁🍂🪵 🚲 🛴 🛹🛼 🛝 🏃🏼♂️🏃🏼♀️🏃🏾👩🦽🚴🏿🚏🚶🏻🤸🏾♂️🤸🏼♂️🌳🏘️ #PlaySufficiency #FreePlay #Play #PhysicalLiteracy #PhysicalActivity #ActiveTravel #PlayStreet #SchoolStreets #StreetPlay #HomeZones #Playces #FreerangeUrbanNeighbourhoods #FUN #KnowBallGames #Parks #Playgrounds #UNCRC #Article31 #Splace

Marty Dickinson is offering this candid conversation with our community around bonds and levies. I love this part of her challenge to our community: "I am a fierce advocate for public K-12 education. Having had three children attend public schools in our region, and after leading two successful levy and bond campaigns, I know that schools are critical for developing healthy kids, preparing them to reach their highest potential. As a business leader, I know that no community can thrive without supporting its schools." "I feel so strongly, that I’m leaning into this hard conversation with those of you who question the benefit of voting for bonds and levies in our region. If by voting “no” you require schools to lay off staff, close buildings, shutter sports programs and eliminate activities, how does that benefit our collective future? If you create barriers for students to access technology and learn in well-equipped spaces, what is the impact on those who will eventually take their place in board rooms, surgical centers, classrooms, newspapers, construction sites and creative spaces?" #educationgrowseconomies #education #schoolfunding #schools #spokane #greaterspokaneinc

I Found a Need and I Took Action... What do you do when you see a problem that negatively impacts children?   While complaining and venting can be a quick tension reducer, it does nothing to help kids.   When I was in the classroom teaching, it was apparent that books and media are not designed to reach the diverse needs of our students. Actionforchildren.org states that a lack of representation in children’s books leads to children growing up feeling less valuable than others, which leads to anxiety, depression, and low self-esteem. With these issues already being a concern, all on the rise since the pandemic, with over 10 million kids suffering, we have to do what we can to ensure children feel they matter! I am Victoria Karnatski, a retired New York City educator, with over 23 years of experience.  I saw first-hand children in the classroom who searched to feel seen and represented in the media.  So, rather than wait for somebody else to step up to the plate, I decided to write 26 books addressing my concerns.  I have 3 published already:  Magical Margherita,  Rescuing Reeva, and Excited Evian!  I have 5 more books on the way over the next year!  I took a leap of faith to fill this need and although I suffered through many personal tragedies and I have my own anxieties, I am confident that each story will greatly impact all who read it. Most importantly, we have to turn around these daunting statistics. Here are just a few ways adults and teachers can let children know how valuable they are: Listen with all of Your Senses:   when a child knows we are listening to them, really listening, they feel better about themselves!  Confidence skyrockets and anxiety decreases! Ask Questions:  Listening is great, curiosity is next level.   When we engage with a child and ask questions, that child will open up in an extraordinary way! Create a Diverse Library:   Fill your bookshelves with intention!   Find books that speak to different backgrounds and stories!!  Keep these books in your home and classroom and read them to the kids in your life regularly!  Start a discussion around these books. These are just a few ways we can encourage children and allow them to know how much they matter.   I am on a mission to do something about these statistics and about representation so that books, media, and schools are inclusive for all. By representing diverse characters and situations, I hope to create greater compassion and empathy amongst children and their peers.  My stories help spark deeper discussions into lifestyles and are created not to just talk about the surface story.  Each book contains discussion questions to help guide the reader delve into the story on a deeper level. Caring Kids A-Z books will help bolster confidence in the youth of today.   When children’s confidence is at an all time high, they dream bigger, take more action, show more responsibility and are more likely to reach their full potential.  

I followed the link to send a message about saving AmeriCorps programing. Using it, you will be able to put in your location and the website, Voices for National Service, will generate your U.S. House & Senate legislators. The site will give you a pre-written letter. I edited and sent my message as follows: ***As your constituent, I am writing to ask you to provide $1.5 billion for the AmeriCorps Operating Accounts and National Service Trust Fund in FY25. I served two terms with an AmeriCorps program called FoodCorps. My service site was Cedarville Elementary School in Cedarville, AR. I was able to increase the capacity of their school garden program, introduce kids to healthy foods, and gain professional development for myself in my service. I helped maintain the school garden, wrote grants for that the school could use, taught around 429 hands on lessons, and offered cafeteria and classsroom taste tests. When the school shut down due to COVID restrictions, I helped keep the school garden in accessible to students and their families. I helped distribute school meals during those unknown times and helped connect families with SNAP applications. When the school reopened, I was in the cafeteria two hours each school day helping their cafe staff sanitize between each group of students to comply with COVID regulations. Building the school's capacity through my service made a difference for this Arkansas school and myself as well as my family. I hope you will support $1.5 billion for AmeriCorps in FY25 so our community can continue to count on AmeriCorps for help where it’s needed most.*** You can do this, too, even if you've never served in an AmeriCorps position. It's important because these roles build capacity in the sites in which they serve as well as offer experience to those trying to start new careers.

Curious about how charter authorizers can help schools set students with disabilities up for success? Plan to join me with colleagues David Greenberg, Erin E. Anderson, Tess Stovall, Michele Gray, and Li Ma for what promises to be an engaging discussion about equity-focused authorizing practices.

Specialist schools give parents the opportunity to choose the best school for their child and family. Children in special schools often have complex social, physical, intellectual and emotional support needs which need to be met to allow them to learn effectively. Amanda Abou-Rejeili is one of many parents struggling with the recommendation from the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability, to phase out specialist schools by 2051. Parents like Amanda, whose son lives with an intellectual disability, strongly object to this recommendation. Special schools in the Catholic system, such as Mater Dei, are vital to equipping complex needs students with the skills to participate fully in society. Specialist schools are able to accommodate smaller classroom sizes, high staffing ratios, purpose-built infrastructure, as well as ongoing support for parents and families. Parents can and should be trusted to choose the best school for their child. Some children go to academic or sporting schools to support their needs and talents. Catholic Schools NSW will always support and advocate for students with high needs to be able to access the best option for their education. https://lnkd.in/gwes3GBC #CatholicSchoolsNSW #CatholicEducation #RoyalCommissionDisability

In a Kin-first culture, every effort is made to keep children safely at home and, if a child must be removed, to partner with the parent and family to determine where and with whom is the safest place within that family, community or tribe for the child to live. Follow the blog post linked below to learn more about the preservation and permanency of these important connections and the CFE Advisory Committee.

Today, I had the privilege of embarking on a new journey with the District Special Education Advisory Committee, alongside our fresh leadership steered by the new SPED Director. It was a foundational session that set the stage for what I believe will be a transformative era in special education within our district. I'm reaching out to ask, were you informed about this critical gathering? The attendance reflected a modest group of 11 dedicated individuals, of which 6 were diligent staff members from D51. While the number may seem small, the passion and potential for impact are anything but. This committee is more than just a meeting; it's a call to action for those who champion the cause of accountability in public education. It's a chance to be the voice for those who may not have one, to ensure that every child receives the quality education they deserve. The work we do here can ripple through the community, leading to real, tangible improvements in how our children learn and thrive. We need more voices, diverse perspectives, and passionate individuals to join us in this endeavor. Your experience, your insights, and your advocacy can drive the change we all wish to see. Whether you are a parent, educator, professional, or simply someone who cares deeply about the future of our children, I encourage you to consider stepping forward. Together, we can shape a system that recognizes every child's potential and creates pathways for success. We can build an inclusive educational environment that not only meets but exceeds the needs of our students with disabilities. Let's unite in this effort. If you believe in the power of community and the promise of our children, I urge you to get involved. Reach out to me directly for more information, or comment below if you're interested in joining us on this mission. Let’s be the change-makers our children need. Your contribution could make all the difference. Join us, and let's make an impact that will echo for generations to come.

This statement resonates deeply with me. It emphasizes the critical importance of policymakers actively listening to young people and individuals who have direct lived experiences within the Child Protection System. Only by genuinely hearing and understanding the perspectives of those who have navigated this system, can effective policies and practices be developed and implemented. Without incorporating the voices and insights of those directly impacted by the Child Protection System, policies and practices run the risk of falling short and failing the very individuals they are intended to support. This includes children, parents, carers, and the dedicated child protection workers who strive to make a positive difference in the lives of vulnerable children. By prioritizing the inclusion of lived experiences in the decision-making process, we can foster a more comprehensive and empathetic approach to child protection, leading to improved outcomes for all involved. It is through genuine collaboration and understanding that we can create meaningful and impactful change within the Child Protection System.