scholarly journals Look who’s talking: Factors for considering the facilitation of very young children’s voices

2019 ◽  
Vol 17 (4) ◽  
pp. 263-278
Author(s):  
Kate Wall ◽  
Claire Cassidy ◽  
Carol Robinson ◽  
Elaine Hall ◽  
Mhairi Beaton ◽  
...  
Keyword(s):  
Young Children ◽  
Early Years ◽  
Age Group ◽  
Children And Young People ◽  
Rights Of The Child ◽  
Very Young Children ◽  
Conceptual Clarity ◽  
Seminar Series ◽  
United Nations Convention ◽  
Children’S Voices

Grounded in children’s rights, this article advances understanding of the affordances and constraints in implementing Article 12 of the United Nations Convention on the Rights of the Child in educational settings with young children – those under 7. It starts from the premise that if we are to foster democratic skills and understanding in children and young people, we need to develop practices that support this from the earliest age. The article presents the outcomes of a seminar series facilitating dialogue among international academics working in the field and a range of early years practitioners. This opportunity for extended dialogue led to the development of a rich and sophisticated conceptual clarity about the factors that need to be considered if Article 12 is to be realised with very young children. Eight factors were identified as pivotal for consideration when facilitating voices with this age group: definition; power; inclusivity; listening; time and space; approaches; processes; and purposes. This article explores each in turn and proposes a series of provocations and questions designed to support practitioners in their endeavour to elicit young children’s voices.

scholarly journals Children’s Views on Children’s Rights: A Systematic Literature Review

2021 ◽  
Vol 29 (4) ◽  
pp. 835-871
Author(s):  
Nicola Fairhall ◽  
Kevin Woods
Keyword(s):  
Young People ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Children's Rights ◽  
Children’S Rights ◽  
Children And Young People ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
Children’S Views ◽  
Broad Level

Abstract Children’s rights are set out in the United Nations Convention on the Rights of the Child. This systematic literature review aimed to investigate children’s views of children’s rights, at a broad level. Nine papers were included, from a range of countries and contexts. They all accessed the views of children and young people (aged up to 18 years). A content analysis was carried out using a recursive process of hybrid aggregative-configurative synthesis, and themes within children’s views and factors that may affect these were identified. These were ‘awareness of rights’, ‘value placed on (importance of) rights’, ‘impact of having/not having rights fulfilled’, ‘realisation and respect of rights’, ‘equality of rights’, ‘identifying and categorising of rights’, and ‘factors that may affect children’s views’. These were developed into a progression of rights realisation and implications for practice and further research were considered.

Children’s rights in Taiwan: A qualitative study on social workers’ perspectives

2020 ◽  
pp. 002087282095185
Author(s):  
Hsin-Yi Chen ◽  
I-Chen Tang
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
United Nations ◽  
Social Workers ◽  
Children's Rights ◽  
Children’S Rights ◽  
Rights Of The Child ◽  
Children And Parents ◽  
United Nations Convention ◽  
The United Nations

The aim of this study was to investigate the perspectives of social workers in Taiwan on children’s rights. Among the 94 social workers who were interviewed, most were familiar with children’s rights terminology. From the results of this study, parental needs and the inability of young children to communicate effectively hindered the balance between protection of and participation by children. To better implement children’s rights, social workers should gain a deeper understanding of the United Nations Convention on the Rights of the Child (UNCRC) and develop skills for communicating well with children and parents.

scholarly journals Understanding the Experiences of Young Children on the Autism Spectrum as They Navigate the Irish Early Years’ Education System: Valuing Voices in Child-Centered Narratives

2020 ◽  
Vol 19 ◽  
pp. 160940692091469
Author(s):  
Sarah O’Leary ◽  
Mary Moloney
Keyword(s):  
Young Children ◽  
Narrative Inquiry ◽  
Education System ◽  
Autism Spectrum ◽  
Early Years ◽  
Valuable Insight ◽  
Visual Storytelling ◽  
Early Years Education ◽  
Shared Stories ◽  
Children’S Voices

This article, which focuses upon narrative inquiry as a means of including the voice and experience of children on the autism spectrum, draws upon a doctoral study that explores the experiences of young children as they and their families navigate the Irish Early Years’ Education System (both preschool and primary school). It focuses, in particular, on the need to acknowledge and appreciate the experiences of these children within their homes and educational settings, their immediate microsystem. It also urges an increased awareness of how the development of these children’s voices is heavily impacted by the roles and actions of others. Six parents shared stories of navigating the Irish Early Years’ Education System with their young child on the autism spectrum. Their children’s voices were incorporated into these narratives using visual storytelling methods. This research adopted an ecological or intercontextual interpretive stance, thus providing valuable insight into the coconstructed experiences of those who identify as “different” or “other,” in this instance, young children on the autism spectrum and their families. In terms of the present article, this ecological stance encompasses the central aim of the overarching study; the critical restorying of parents’ lived experiences of navigating the Irish Early Years’ Education System with their child on the autism spectrum which is thus, underpinned by narrative inquiry and voice.

With us, not to us Towards policy and program development in partnership with children

2009 ◽  
Vol 34 (3) ◽  
pp. 24-29 ◽  
Author(s):  
David Vicary ◽  
Mike Clare ◽  
Judy Tennant ◽  
Tine Hoult
Keyword(s):  
Young People ◽  
New South ◽  
Short Term ◽  
Ongoing Research ◽  
Children And Young People ◽  
Advisory Groups ◽  
Rights Of The Child ◽  
South Wales ◽  
United Nations Convention ◽  
Western Australian

Internationally, there is a growing trend for children and young people to participate in decisions affecting their lives (Bellamy 2002; Hart 1997). The active participation of children and young people is clearly articulated in the United Nations Convention on the Rights of the Child (1989). However, despite the international movement towards children's participation, there are precious few opportunities for Australian children and young people to contribute to policy and research debate in a sustainable manner. A review of the literature demonstrates that there are few ongoing research or policy advisory groups made up of children and young people, and those that are operational are generally auspiced by Children's Commissioners (e.g. New South Wales) and policy offices addressing the issues of children and young people.In Western Australia, when children and young people are consulted, the dialogues tend to be short-term and issue-specific in nature. This paper will briefly discuss a number of techniques employed to engage Western Australian children and young people in dialogues about important issues affecting their lives. Using these examples, the barriers that challenge efficacious children's and young people's participation are discussed; finally, some suggested ways forward are delineated.

Disability

2012 ◽  
Author(s):  
Sonali Shah
Keyword(s):  
Young People ◽  
United Nations ◽  
Disabled Children ◽  
Disabled People ◽  
Persons With Disabilities ◽  
Children And Young People ◽  
Rights Of The Child ◽  
The Social ◽  
United Nations Convention ◽  
The United Nations

Traditionally, disability was considered to be a personal trouble, as opposed to the social issue and public policy concern that it is today. Children with physical and cognitive impairments were shunned away from mainstream society into asylums or workhouses. They were typically discussed and analyzed through a medical lens, pathologized and conceived as a social problem to be regulated, cured, or killed. The emergence of ideologies constructing disabled children and adults as dependent victims unable to contribute to the development of society encouraged the development of charities for disabled people and exploitation of textual and nontextual narratives of the “vulnerable disabled child” to evoke sympathy and induce the public’s financial generosity. The ideological mantra that impairment was the cause of individual and family disadvantage was embedded in the cultural consciousness of society and thus influenced how disabled people (across the lifecourse) “made themselves known” and were made known to others (i.e., as inferior, developmentally delayed, financial and emotional burdens to their family and society). It led to the expansion of the rehabilitation industry and new social policies that focused on altering or incarcerating the impaired body. However this was challenged by the upsurge of the British Disabled People’s Movement in the 1960s and 1970s. Based on the ideas of the Union of Physically Impaired against Segregation, the movement campaigned for social equality and human rights legislation in all spheres of social life and generated a new understanding of disability. With the historic shift in thinking about both childhood and disability as a public issue rather than a personal matter, there has been increasing interest in the social world of both disabled people and all children and young people. The United Nations Convention on the Rights of the Child (particularly Article 12) and the Children Act 1989 initiated subsequent developments with regard to children having a right to be involved in decisions about their lives. The United Nations Convention on the Rights of Persons with Disabilities means that disabled children today are the first generation to grow up in an era of full international civil rights. This bibliography lists works that include the voices and experiences of disabled children and young people in research about their everyday lives, including health and medical treatment, education, and identity. These works demonstrate the richness and diversity of disabled children’s individual lives, thus challenging the traditional conception that disabled children are a homogenous group.

Child-Centred, Family-Centred, Decentred: Positioning Children as Rights-Holders in Early Childhood Program Collaborations

2012 ◽  
Vol 2 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Frances Press ◽  
Sandie Wong ◽  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Blind Spot ◽  
Research Literature ◽  
Early Years ◽  
Children And Families ◽  
Early Childhood Programs ◽  
Policy And Practice ◽  
Policy Context ◽  
Rights Of The Child ◽  
United Nations Convention

Although the policy context in Australia is conducive to professional collaborations in early years services, understandings of collaboration are highly variable across the domains of research literature, policy and practice. Inconsistent and possibly incompatible approaches to working with children and families, as well as significant philosophical and professional differences, may be disguised by common terminology adopted under the rubric of collaborative practice. A potential blind spot concerns the positioning of the child, whose perspectives, needs and desires are easily subsumed by the intentions of the adults around them, either as professionals or family members. With reference to the United Nations Convention on the Rights of the Child and drawing on extant literature and data from two Australian research projects examining integrated and collaborative practices in early childhood programs, this article interrogates the positioning of the child in interprofessional and transprofessional collaborations, and examines the potential of the early childhood educator to sharpen the focus on children.

KNOWLEDGE OF PARENTS TOWARDS SEPARATION ANXIETY DISORDER IN SAUDI ARABIA

2021 ◽  
pp. 72-76
Author(s):  
Yasir. Awad S. Altuwairqi ◽  
Abdulmalik Mohammed Almalki ◽  
Oqab.M. Almalki
Keyword(s):  
Saudi Arabia ◽  
Young Children ◽  
Online Survey ◽  
Mental Health Problems ◽  
Separation Anxiety ◽  
Separation Anxiety Disorder ◽  
Early Years ◽  
P Value ◽  
Age Group ◽  
Awareness Campaigns

Background:Anxiety is a common condition among young children that can be detected in the early years of life. Separation anxiety is a subtype of anxiety that can affect young children and negatively inuence their physical and intellectual development. Hence, the knowledge of parents about separation anxiety is crucial to reduce its incidence among children, Objective: This survey analysis aims to investigate the knowledge of parents living in Saudi Arabia towards separation anxiety, its causes, risk factors diagnosis, and treatment. Design and Setting:Aself-administered structured survey was sent to the public online targeting parents. The survey included questions to collect data on parents' demographics, their children, their knowledge about separation anxiety, and any children with separation anxiety. Data analysis was excuted through SPSS program version 26. Results: 1090 parents responded to this online survey, with 27.9% of them were in the age group between 36 to 45 years old, and 29.4% had two children aged less than 18 years old. As for the knowledge of patients regarding separation anxiety, 23.6% knew about the disease. 29.4% of parents strongly agreed that separation anxiety is a medical condition; 21.6% strongly agreed that these children are anxious and avoid going to school. As for parents who have children with separation anxiety, 7.6% of the parents had children with separation anxiety, and 7.3% had children with an age onset of the disease at less than four years old. As for treatment, 42.4% of the responders strongly agreed that separation anxiety should be treated as soon as possible to prevent mental health problems, and 73.2% of parents agreed that it could be achieved through family therapy, while only 4.2% of parents thought that there is no treatment for separation anxiety. The parents' average knowledge score was 4.6±3.6, with a minimum score of zero and a maximum score of 27. Factors that can signicantly inuence knowledge towards separation anxiety are gender, age group, nationality, marital status, educational level, employment status, place of residence, and having children less than 18 years old at p-value <0.001. Conclusion: The knowledge of parents towards childhood separation anxiety is considered unsatisfactory and requires improvement. Awareness campaigns in public areas should be held for this purpose.

Seeing the Relationship between the uncrc and the Asylum System through the Eyes of Unaccompanied Asylum Seeking Children and Young People

2015 ◽  
Vol 23 (1) ◽  
pp. 52-77 ◽  
Author(s):  
Helen Connolly
Keyword(s):  
Young People ◽  
United Nations ◽  
Children And Young People ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
The United Nations ◽  
The Relationship

The rights and experiences of unaccompanied asylum seeking children living in industrialised nations are rarely seen from the perspectives of children themselves. This paper takes a narrative based approach to report on the lives 29 unaccompanied asylum seeking young people in the uk. The research from which this paper emerges explored the ways in which they thought the rights of the United Nations Convention on the Rights of the Child (1989) were or were not being realised on their behalf. It highlights the significance of making the promises that are held within the uncrc into viable strategies of protection for unaccompanied asylum seeking children as they search for a new place to belong to and a new place that belongs in them.

scholarly journals Uncertainty and practical judgement in research: a call for attentive ‘listening’

2021 ◽  
pp. 146879412098568
Author(s):  
Daniela Mercieca ◽  
Duncan P. Mercieca ◽  
Sarah Piscopo Mercieca
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Early Years ◽  
Research Projects ◽  
Research Project ◽  
Fundamental Part ◽  
Mosaic Approach ◽  
Children’S Voices

This paper draws upon research projects in which efforts have been made to find ways of listening to young children’s voices in early years contexts. This listening, namely in the mosaic approach, helps us to see how children make sense of their world, and adopt our planning and ‘being with’ young children. After setting the context of early years pedagogy and ideology of mosaic approach, this paper focuses on the researcher’s journey to turn her gaze inward before making any claims about her engagement with and listening to young children. Since this approach purposely leaves unanswered the question what kind of data is going to be collected, researchers have to decide what data is in the course of a research project, through their engagement with children. We argue for befriending uncertainty and dilemmatic thinking as it provides us with a different way of seeing, knowing and listening the hard to know. Through writing about phronêsis, this paper focuses on the process of decision-making and judgements that researchers undertake. The final argument calls for attentiveness and aims to acknowledge practical judgements as a fundamental part of researching early years.

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