Conditions ensuring the right to education for young children with disabilities in early childhood education institutions

This article explores the application of current discourse in inclusive education, particularly the capability approach and its utility in early childhood education. The article highlights the tensions between a rights-based discourse that informs inclusive education practice and the right for children to have early intervention. Structural approaches to supporting children with disabilities are examined. These structural approaches are evaluated using the framework developed using the capability approach. The article aims to ease some of the tensions that arise from differing philosophical approaches to education for young children, and to provide a framework for addressing the developmental and social needs of young children with disabilities.

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Educational Reforms Conducted by Brazilian Courts

10.1093/acrefore/9780190264093.013.1625 ◽

2021 ◽

Author(s):

Adriana Dragone Silveira

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Religious Education ◽

Educational Reforms ◽

Right To Education ◽

Educational Funding ◽

National Education ◽

Childhood Education ◽

Federal Constitution ◽

The Right

Since the turn of the 21st century, there has been significant debate about the right to education in Brazil, and educational policies adopted by different courts to promote educational reforms have been questioned. The 1988 Federal Constitution has expanded the content of the right to education, as well as established principles, state and federal duties, and different educational funding forms. The Federal Constitution also extended the attributions of institutions aimed at defending social rights, such as the Public Prosecutor’s Office. Thus, new legal arrangements enabled expanding the involvement of justice system institutions in educational reforms. Educational litigation in Brazil can be analyzed by the structure of the judicial system, the right to education, and the main decisions made by the Federal Supreme Court on such issues as the state’s obligation to provide enough seats in early childhood education (2005); the national professional minimum wage (2011); religious education (2017); elementary school–entrance age (2018); and homeschooling (2018). Despite the advancements in guaranteeing the right to education, educational litigation has not always been beneficial for strengthening and expanding educational rights. On the one hand, it has had a positive bias when lawsuits aim at including citizens in public policies, as in the case about the consolidation of early childhood education as a state duty. On the other hand, it has had a negative bias when there is excessive bureaucratization and disrespect toward the autonomy of the educational field, as in the case about the independence of the National Education Council (CNE) to define educational guidelines for enrollment age and religious education.

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

Musãwa Jurnal Studi Gender dan Islam ◽

10.14421/musawa.2015.141.67-76 ◽

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.

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Educação Infantil Brasileira: um caminho percorrido sob a perspectiva da regulamentação e da legislação

Revista de Ciências Jurídicas e Empresariais ◽

10.17921/2448-2129.2018v19n1p58-69 ◽

2018 ◽

Vol 19 (1) ◽

pp. 58-69

Author(s):

Edna Maria Querido de Oliveira Chamon ◽

Pétala Gonçalves Lacerda ◽

Nilsen Aparecida Vieira Marcondes

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Right To Education ◽

National Legislation ◽

Reflective Process ◽

Childhood Education ◽

The Family ◽

Qualitative Descriptive ◽

Historical Trajectory ◽

The Right

ResumoFocalizar os aspectos concernentes à trajetória histórica da Educação Infantil no Brasil é muito relevante, quando se pretende refletir sobre como essa particular modalidade de educação se desenvolveu, quais os desafios enfrentados em seu processo de desenvolvimento e como esse atendimento se configura nos dias atuais. Diante disso, objetiva-se, com este artigo, apresentar uma reflexão crítica sobre o caminho percorrido pela Educação Infantil sob a perspectiva da regulamentação e da legislação. Em se tratando da metodologia, este estudo se apresenta como qualitativo, descritivo e bibliográfico. Os resultados deste processo reflexivo demonstram que a garantia do direito à educação vem se construindo mediante conquistas no âmbito dos marcos legislatórios nacionais, os quais atribuem tanto ao Estado, quanto às Unidades Escolares como a família, os respectivos deveres que lhes competem para alcance e consolidação desse direito das crianças brasileiras.Palavras-chave: Educação Infantil. Trajetória Histórica. Legislação Nacional.AbstractFocusing on the aspects concerning the historical trajectory of early childhood education in Brazil is very important when you want to reflect on how this particular type of education developed, which faced challenges in their development process and how this service is configured today. Therefore, it is aimed with this article to present a critical reflection on the path taken by the Early Childhood Education from the perspective of regulation and legislation. In terms of methodology, this study is presented as qualitative, descriptive and bibliographic. The results of this reflective process demonstrate that the guarantee to the right to education has been building upon achievements in the national legislation, which grants to both the state, and the school units such as the family, their duties which they compete to reach and consolidate this right of the brazilian children.Keywords: Childhood Education. Historical Trajectory. National Legislation.

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The influence of perception on the provision of early childhood education in the Kumasi Metropolis of Ghana

African Educational Research Journal ◽

10.30918/aerj.91.20.142 ◽

2021 ◽

Vol 9 (1) ◽

pp. 179-188

Author(s):

Samuel Oppong Frimpong ◽

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Developmentally Appropriate ◽

Early Years ◽

Childhood Education ◽

Child Friendly ◽

The Right ◽

Future Education

An individual is born with millions of neurons and the quality of the experiences he/she will have at the early years can potentially determine the future life of that person. This makes quality early childhood education pivotal. However, the perception people have about this influence how they prepare themselves to provide that quality early childhood education for young children. Thus, this qualitative research purposively sampled 26 participants to elicit their views about the perception they have about the criticality of early years experiences and how the perception influenced how they were providing the early childhood education within the Kumasi metropolis of Ghana. Data in the form of interview were analysed thematically. The study found that experiences through the early childhood education are criticality serving as the foundation for future education. The study also found that developmentally appropriate infrastructure (such as tables and chairs sized to the height of learners, spacious and well-ventilated classroom), teachers who are specifically trained in early childhood education and child friendly pedagogy should be in place to ensure quality early childhood education and that how early childhood education was perceived greatly influenced how it was provided. The recommendations based on the findings are that, there should be more advocacy by teachers and headteachers on the criticality of early years experiences to ensure people’s sufficient appreciation for quality early childhood education for young children. Importantly, early childhood education should be completely detached from the primary and basic school to enable it receive the due attention and the needed provision. Individuals with the right perception should be engaged with the provision of ECE.

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FORMAÇÃO E CONSTRUÇÃO DA DOCÊNCIA NA EDUCAÇÃO INFANTIL

Colloquium Humanarum ◽

10.5747/ch.2020.v17.h475 ◽

2020 ◽

Vol 17 (1) ◽

pp. 158-168

Author(s):

Jaqueline Paschoal ◽

Sonara Maria Lopes de Oliveira ◽

Marta Regina Furlan de Oliveira

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Professional Training ◽

Basic Education ◽

Right To Education ◽

Childhood Education ◽

Federal Constitution ◽

The Right ◽

Bibliographic Study

This bibliographic study aims to discuss the specificities of teaching in Early Childhood Education from its origins, legal determinations and professional training. The approval of the 1996 Law of Guidelines and Bases recognizes Early Childhood Education as the first stage of Basic Education, since the child is considered a citizen, subject of rights, since the enactment of the Federal Constitution in 1988. Despite the innumerable progress of laws in Regarding the right to education from birth, there are many challenges. This is because the realization of this right is not yet accessible to all children, especially when considering the questions: access, permanence and quality of services provided. Thisfact occurs because, in many cases, there are: precariousness in teacher training, in working conditions and in the performance of teachers. Hence the importance of guaranteeing and implementing public policies for initial and continuing education that enable teachers to build practices that recognize the specificities of this level of education. The professional valorization in terms of salary and career, also contribute to the improvement of educational practices with children, especially in the development of their different languages.

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Private early childhood education and the democratic imagination: Projects, and paradoxes

Horizontes Antropológicos ◽

10.1590/s0104-71832017000300012 ◽

2017 ◽

Vol 23 (49) ◽

pp. 311-337

Author(s):

Letícia Veloso

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Educational Practice ◽

Childhood Education ◽

Democratic Pedagogy ◽

Everyday Practices ◽

The Right ◽

A Site ◽

The Relationship

Abstract: Based on ethnographic research in one private elite preschool in Rio de Janeiro in 2002 that sought to imprint citizenship notions on young children, this article discusses the relationship between educational practice, early childhood education, and the meanings, possibilities, and limitations of a critical and democratic pedagogy. I begin with a description of the school and its discourses of citizenship education. Next, I showhow the everyday practices through which children learned to become citizens through the production of a “citizenship habitus” focused on the importance of politics and on being a responsible citizen. I then discuss the paradoxes of this project, given that it was a private and elitist school; despite its egalitarian intentions, the school also served as a site for class reproduction. Still, I also suggest that, when young children cease to at least take inequality for granted, a small step is taken in the right direction.

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Inclusive Early Childhood Education for Children With and Without Autism: Progress, Barriers, and Future Directions

Frontiers in Psychiatry ◽

10.3389/fpsyt.2021.754648 ◽

2021 ◽

Vol 12 ◽

Author(s):

Michael Siller ◽

Lindee Morgan ◽

Quentin Wedderburn ◽

Sally Fuhrmeister ◽

Asha Rudrabhatla

Keyword(s):

United States ◽

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

The United States ◽

Childhood Education ◽

Model Schools ◽

Children With Asd ◽

Young Children With Disabilities ◽

Inclusive Early Childhood

University-affiliated lab and model schools play an important role in creating educational innovations in inclusive early childhood education (ECE) for young children with Autism Spectrum Disorder (ASD). In the United States, access to inclusive high-quality ECE programs for young children with disabilities has been required by law for over 40 years, has been recommended by leading professional organizations, and has been emphasized in federal public policy initiatives. Yet, improvement in the rates of young children with disabilities experiencing inclusion has been limited. This review article consists of three parts. First, we identify and describe four barriers to wide-scale implementation of inclusive ECE programs for children with ASD in the US. These barriers include (1) the fragmented nature of the ECE system in the United States, (2) the age at which ASD is typically first diagnosed in the community, (3) the diverse presentation/support needs of children with ASD, and (4) the thoughts and feelings of parents of children without disability about inclusion. Second, we used a snowball sampling approach to identify nine leading university-affiliated, inclusive lab and model schools for young children with ASD. By describing these programs, we highlight similarities and differences between programs, and capture the unique ways in which these programs adapt to local conditions, resources, and barriers (e.g., federal and state regulations, funding sources, community resources, institutional structures and priorities, professional orientation and training, access to families and staff). Finally, we propose a roadmap for researchers focused on the development, evaluation, and implementation of community-viable inclusive ECE programs in ASD. This roadmap leverages synergies between inclusive university-affiliated lab and model preschools in ASD, and proposes the formation of a research network that creates an infrastructure for cross-program collaboration.

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