Children's rights and early childhood policy: A New Zealand story

A combination of research and policy initiatives in early childhood has resulted in a growing interest in young children’s rights. It is a complex discourse characterised by ambiguous understandings of what children’s rights are. This article discusses some of the main early childhood policies and documents from the mid-1980s until the release of the Strategic Plan (Ministry of Education, 2002), with a focus on children’s rights – a focus that has been, at times, subsumed by other contextual influences, including political and economic agendas. While research findings and policy initiatives now appear to be more aligned, children as citizens with rights are still vulnerable.

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Early Childhood Education in New Zealand: Progress and Challenges in Achieving Children’s Rights

Enhancing Children's Rights ◽

10.1057/9781137386106_6 ◽

2015 ◽

pp. 80-94

Author(s):

Anne B. Smith

Keyword(s):

Early Childhood ◽

New Zealand ◽

Early Childhood Education ◽

Children's Rights ◽

Children’S Rights ◽

Childhood Education

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A Conceptual Model of Children’s Rights and Community-Based Values to Promote Social Justice Through Early Childhood Curriculum Frameworks

Journal of Childhood Studies ◽

10.18357/jcs.v41i3.16305 ◽

2016 ◽

Vol 41 (3) ◽

pp. 38 ◽

Cited By ~ 3

Author(s):

Rachel Caplan ◽

Colleen Loomis ◽

Aurelia Di Santo

Keyword(s):

Social Justice ◽

Early Childhood ◽

Children's Rights ◽

Early Learning ◽

Children’S Rights ◽

Integrative Approach ◽

Early Childhood Curriculum ◽

Community Based ◽

Curriculum Frameworks ◽

Learning Frameworks

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>A “rights-integrative approach to early learning” has been </span><span>proposed as a foundation for curriculum frameworks. Building </span><span>on this work we conceptually explored the complementarity </span><span>and compatibility of children’s rights to autonomy, protection, nondiscrimination, and participation, with community-based values of prevention and promotion, empowerment, diversity, and civic participation. We argue that it is necessary to infuse a rights-based approach with community-based values in early childhood curriculum frameworks to promote social justice for children as individuals and as a relational community. </span><span>Our proposed expanded conceptual framework may be useful </span><span>for evaluating early learning frameworks, nationally and internationally, from a rights-based social justice perspective. </span></p></div></div></div></div>

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Freedom of Speech on Children’s Right Setting Toward Prevention of Bullying in Early Childhood Education: A Literature Review of Decolonization Approach

IJORER : International Journal of Recent Educational Research ◽

10.46245/ijorer.v2i3.95 ◽

2021 ◽

Vol 2 (3) ◽

pp. 250-260

Author(s):

Insan Sheny Priyandita ◽

Mubiar Agustin

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Literature Review ◽

Children's Rights ◽

Freedom Of Speech ◽

Educational Process ◽

Children’S Rights ◽

Free Expression ◽

Childhood Education ◽

Rights Of The Child

The discourse on freedom of speech, in particular when expressing an opinion on the provisions of the Rights of the Child, is often ignored by a trend of change in education that is too concentrated on the authoritarian educational process that prioritizes the success of academic learning rather than the socio-emotional success of children. It is important to communicate the experiences and feelings experienced by children, particularly bullying that occurs early in childhood. This research would examine the importance of free expression in children's rights to the prevention of bullying in early childhood through a decolonization approach. This study employed a literature review approach with a transformative paradigm which take a look at critical thoughts about children's rights, particularly freedom of speech that aims at preventing the bullying that occurs in early childhood. This study argued that the process of preventing bullying and even other negative behavior is effective when parents and teacher properly enforce the rights of children, especially freedom of speech. These results further illuminate the complexities faced by teachers in the application of free expression in early childhood education in daily life.

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