scholarly journals An investigation of early childhood education teachers’ attitudes, behaviors, and views regarding the rights of the child

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Cagla Banko-Bal ◽  
Tulin Guler-Yildiz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Mixed Method ◽  
Children's Rights ◽  
Best Interest ◽  
Childhood Education ◽  
Children’S Learning ◽  
Rights Of The Child ◽  
Teachers Attitudes ◽  
The Right

AbstractThis study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children were elicited through interviews. According to the findings, teachers’ attitudes toward the rights of the child were positive; however, their behaviors and views were not compatible with most of these rights. While teachers were sensitive to the right to protection, they did not meet the requirements of the rights to development, growth, and participation or the principles of best interest and non-discrimination. Educating teachers about the rights of the child plays an important role in enhancing children’s learning and the application of these rights. To support these rights, teachers need to properly understand the rights of the child, how to protect them, and how to reflect these rights in their practices.

scholarly journals HAK PENDIDIKAN ANAK DALAM KELUARGA DALAM PANDANGAN IMAM SYAFI’I DAN RELEVANSINYA DENGAN PENDIDIKAN ANAK USIA DINI DI INDONESIA

2015 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Atik Wartini
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
Right To Education ◽  
Childhood Education ◽  
Rights Of The Child ◽  
The Family ◽  
The Right ◽  
The Impact

A child’s right to education within the family according to Imam Syafi’i and its significance for early childhood  education in Indonesia This research is based on library research on the rights of the child to education within the family from the viewpoint of Imam Shafi’i, and the impact of his teachings on early childhood education in Indonesia. The study is interesting because the first schools to appear in Indonesia were of the Syafi’i tradition. Imam Syafi’i jurists and ushuliyyin have collections of poems that express the need to develop education in early childhood. Despite this, the theory of children’s education in the school of Imam Syafi’i is under researched. This study examines three research questions. First, how does one undertake a  biography of the thought of Imam Syafi’i and Imam Syafi’i school of thought. Second, what is the concept of children’s rights in the family in the view of Imam Syafi’i. And third, is there reference to  early Childhood education that implies the concept of children’s rights to education in the view of Imam Syafi’i. This study concludes that Imam Syafi ‘i in scientific rihlah is purely academic. Imam Syafi’i also elicits several important ideas on a child’s rights within the family, the right to education and the right to self-expression. Imam Syafi’i schools are relevaant to early childhood education in Indonesia in which these (religious education) schools are widespread.

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

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.

scholarly journals Implementation of child-friendly inclusive schools for early childhood education in the city of Semarang

2022 ◽  
Vol 6 ◽  
Author(s):  
Elizabeth Wahyu Margareth Indira ◽  
Suwito Eko Pramono ◽  
Agus Hermanto ◽  
Mintarsih Arbarini ◽  
Nerru Pranuta M
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Student Management ◽  
Rights Of The Child ◽  
Analysis Technique ◽  
Inclusive Schools ◽  
Child Friendly ◽  
Data Collection Technique ◽  
The Right

The United Nations Convention on the Rights of the Child (UN-CRC) states that all children in the world have the right to the right to survive; the right to develop (right to be educated); and the right to protection. One of the points of the UN-CRC is the fulfillment of the rights of children with special needs. This study aims to identify the Implementation of Child-Friendly Inclusive Schools for Early Childhood Education in the Semarang City area. This research uses a case study quantitative approach. The data collection technique is done through questionnaires, interviews, observation, and documentation. While the data analysis technique starts from data display, data reduction, to drawing conclusions. The results of the study indicate that: In the implementation of Student Management, Curriculum Management Implementation, the implementation of education staff management, and in the implementation of facilities and infrastructure management, there is still a need for improvement and assistance from the department.

Understanding Canada’s Lack of Progress in Implementing the un Convention on the Rights of the Child

2014 ◽  
Vol 22 (1) ◽  
pp. 164-188 ◽  
Author(s):  
Linda A. White
Keyword(s):  
Public Policy ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Federal Government ◽  
Children's Rights ◽  
Children’S Rights ◽  
Aboriginal Education ◽  
Childhood Education ◽  
Rights Of The Child ◽  
Law And Policy

This article reviews the un Committee on the Rights of the Child’s 2012 concluding observations regarding Canada’s progress in implementing the un Convention on the Rights of the Child. It examines the un Committee’s criticisms about the pace of Canada’s progress, and examines in particular the Committee’s claim that the main problems in implementing the Convention are intergovernmental. It concurs with the Committee’s diagnosis of the problem as one of coordination, which manifests particularly in areas of law and policy where provincial governments maintain jurisdictional authority but the federal government maintains the greater fiscal levers. The article analyses the possibilities of resolving these children’s rights and public policy challenges, drawing on two illustrative cases: efforts to expand early childhood education programmes in Canada and efforts to improve Aboriginal education, particularly on reserves.

Examining early childhood teachers’ attitudes and responses to superhero play

2020 ◽  
Vol 45 (2) ◽  
pp. 170-182
Author(s):  
Megan Wiwatowski ◽  
Jane Page ◽  
Sarah Young
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Reflection ◽  
Early Childhood Teachers ◽  
Professional Knowledge ◽  
Learning And Development ◽  
Childhood Education ◽  
Children’S Learning ◽  
Education And Care ◽  
Teachers Attitudes

Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

scholarly journals Små barns medvirkning i samlingsstunder

2012 ◽  
Vol 5 ◽  
Author(s):  
Brit Johanne Eide ◽  
Ellen Os ◽  
Ingrid Pramling Samuelsson
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Everyday Life ◽  
Circle Time ◽  
Childhood Education ◽  
The Core ◽  
Rights Of The Child ◽  
Children’S Participation ◽  
Children's Participation

Title: Young children’s participation during circle time. Abstract: In day schedules of early childhood education, circle time has traditionally been one of the core situations. According to the Convention on the Rights of the Child, children should be given opportunity to influence their everyday life. This article presents an analysis of circle time in 8 toddler groups. The focus of the analysis is children’s opportunities to participate and take part in the process of decision-making during circle time. The results indicate that the toddlers take part in community of the group, but their opportunities to influence are limited.

scholarly journals IDENTIDADE PESSOAL E SOCIAL DA CRIANÇA: A IMPORTÂNCIA DOS BRINQUEDOS E DAS BRINCADEIRAS.

2019 ◽  
Vol 2 ◽  
pp. 44
Author(s):  
Raquel Dilly Konrath ◽  
Cláudia Schemes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Identity ◽  
National Curriculum ◽  
Social Formation ◽  
Childhood Education ◽  
Legal Documents ◽  
Curriculum Guidelines ◽  
The Right ◽  
Legal Guidelines

O presente artigo tem como objetivo abordar e analisar a formação da identidade pessoal e social da criança na Educação Infantil estabelecidos nas atuais Diretrizes e Referenciais Curriculares Nacionais da Educação Infantil. Procura, também, identificar a importância das brincadeiras e suas interações, dos brinquedos para o desenvolvimento da formação desta identidade e do papel do professor e da professora nesse processo. Esta pesquisa configura-se como exploratória qualitativa e tem como procedimento técnico a análise dos documentos legais como o Referencial Curricular Nacional para a Educação Infantil: formação pessoal e social (BRASIL, 1998), as Diretrizes curriculares nacionais para a educação infantil (BRASIL, 2010) e os Brinquedos e brincadeiras nas creches: manual de orientação pedagógica (BRASIL, 2012). Entendemos que os textos e as diretrizes legais, mesmo sendo referências nacionais, são significados no seu contexto e, por mais que se procure universalizar práticas, estas só se revelam na ação dos próprios sujeitos que o compõem e lhe dão sentido e significado. Ou seja, por mais que as diretrizes ou as orientações legais sejam prescritivas e universais, quem dá sentido ao texto e ao conhecimento é o próprio sujeito que o vive. Palavras-chave: Identidade. Criança. Formação pessoal e social. Brinquedos.ABSTRACTThis article addresses and analyzes one of the objectives of Early Childhood Education established in the current National Curriculum Guidelines and Frameworks for Early Childhood Education, which is the formation of the child’s personal and social identity. It emphasizes the importance of the games, toys and their interactions for the development of the formation of the personal and social identity and the role of the teacher in this process. This research is configured as a qualitative and thematic research as an analysis of legal documents as the National Curricular Reference for Childhood Education: personal and social formation (BRASIL, 1998), National Curricular Guidelines for Early Childhood Education (BRASIL, 2010), The toys and games in the nursery: pedagogical guidance manual. (BRAZIL, 2012). We understand that texts and legal laws, even if they are national references, are meaningful in their context and therefore are universal practices, these are revealed in the action of more rigorous than the right of speech and meaning. That is, as rough as legal guidelines are prescribed and universal, what gives meaning to the text and to knowledge is the subject who lives.Keywords: Identity. Child. Personal and social formation. Toys.

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