Hear the Children’s Voices: Preparing the Learning Environment

"I have the right to be loved. I have the right to play. I have the right to be heard."

These aren't just heartwarming phrases; they're bold, honest declarations from some of Jamaica’s youngest citizens.

They set the stage for the third forum in the SRC’s back-to-school series. Titled "Hear the Children’s Voices: Preparing the Learning Environment", this inspiring session continued the ongoing Child Rights Series, delivering timely guidance and motivation for educators, parents, and community leaders alike.

The forum brought together a dynamic panel of ECC professionals, all experts in early childhood development. Their mission? To reimagine learning spaces where children’s rights are not just acknowledged, but actively upheld every day.

The Real Stars: Our Children's Voices

The session began with a moving video montage featuring children expressing their rights in their own words:

• To be loved and treated fairly

• To learn, play, and explore in safe environments

• To be heard, to have a name, a family, and a future

Their words were simple, but their message was profound. These children weren’t asking for anything extravagant. Just the basics: dignity, safety, joy, and the freedom to be themselves.

So, How Do We Create Spaces That Honour These Rights?

Each panellist offered clear, practical insights:

• Tracy-Ann Johnson, Senior Inspector, emphasised the importance of intentional inclusivity. Every child, regardless of ability or background, deserves to feel seen and valued. She encouraged institutions to involve families meaningfully, making them co-partners in the educational journey.

  
  

• Carene Francis, Community Relations Manager, highlighted how identity is nurtured in everyday interactions. Calling children by name, embracing cultural context, and validating their stories in schools and communities all help reinforce their sense of self.

Kasia Archer Howell, Early Childhood Development Officer, added that child-centred education must go far beyond pretty posters and fun corners. Teachers should act as facilitators who observe, listen, and respond to children’s interests and needs, not just deliver a set curriculum.

Safety, Nutrition, and Wellbeing: Non-Negotiables

Children’s rights also include access to nutritious food, clean drinking water, and safe spaces to grow and learn. The ECC continues to strengthen institutions through tools like the Classroom Observation Tool, learning environment guidance, and a wide range of training opportunities.

Louri-Ann Robotham, Assessment Services Manager, issued a powerful reminder: assessments shouldn’t be used to categorise children but to empower them. Her message? “Assessment should uncover strengths—not just needs.” It’s a call to focus on potential, not problems.

Everyday Practices That Respect Rights

The conversation shifted into practical actions educators and families can take to make rights visible and real:

• Give children genuine, specific praise (e.g. “Thank you for helping your friend.”)

• Talk about safety naturally and regularly

• Involve children in small decisions, like picking school supplies or choosing their snacks

The takeaway? Respect isn’t a lesson. It’s a way of life. And as adults, we must lead by example.

Final Thoughts: Don't Just Say It, Show It

Each panellist reinforced one truth: children’s rights must be lived, not just read about. They should show up in classroom policies, in how we speak to children, and in how we involve them.

Children are watching, learning, and mimicking what they see. Let’s raise a generation that not only knows their rights but also feels empowered to use their voice and defend their dignity.

It starts with us.

Replay the full session below: 

Have a story about how your school or community is putting children’s rights into action? We’d love to hear it! Contact us at admin@serenityresourceconnector.com