In your 3-5 year old room at a rural centre you have a range of dress-up clothes which the children love to play with. The theme has been princesses and princes and the dramatic play area contained a number of outfits including many fairy princess accessories. One afternoon, a young boy called Jake decides to dress in high heels, a long flowing dress and a tiara. Jake's father who is a farmer arrives to pick him up as Jake is happily modelling his outfit. The child's father seems furious and tells his son to get undressed as it is time to go. You ask if there is a problem. As Jake and his father walk out the door, dad says to you, "Are you trying to make him a bloody poof". You may agree with an ethical theory or perhaps feel other theories might be also considered in your group members' discussion. Or you might respond thoughtfully to your group members by posing questions that might help them add depth to their discussion. You would then respond to your peers either agreeing or adding depth to their list of actions. Remember to be positive in your responses and mindful of your group members' feelings. This assessment task will assess the following learning outcome/s: gain a critical awareness of the various factors that contribute to the violation of children's rights, including political, cultural and economic discrimination and / or marginalisation. discern the interrelationship between the legal responsibilities and ethical stances of educators and recognition of children's rights. use the UN Convention on the Rights of the Child as a reference point for advocacy and decision making to ensure the rights of the child are acknowledged and respected in their settings and in their communities