scholarly journals Expressions of Children and Families on Children’s Rights: Lessons from STM: EC 2019

2020 ◽  
Vol 7 (1) ◽  
pp. 276-300
Author(s):  
Warda Batool ◽  
Marina Apostolopoulos ◽  
Melissa Bagirakandi ◽  
Nichola Nonis Jayawardena ◽  
Justine Lee
Keyword(s):  
Early Childhood ◽  
Graduate Students ◽  
Children's Rights ◽  
Lessons Learned ◽  
Children’S Rights ◽  
General Assembly ◽  
Children And Families ◽  
Childhood Education ◽  
United Nations General ◽  
United Nations General Assembly

Abstract The Shaking the Movers: Early Childhood (STM: EC) event was held at Ryerson University and was the first to invite young children to participate in learning about and discussing their inherent rights. In this article, five graduate students draw on young children’s and family members’ expressions, with regard to children’s right to non-discrimination (United Nations General Assembly, 1989, Article 2), as well as lessons learned, and their suggestions for future STM events. Children and families experiences as presented in the STM: EC report (Robichaud et al., 2019) were examined and the following themes emerged: children’s ideas and thoughts about their rights, spaces for children to learn about their rights, and adults’ views and ideas about children’s rights. The authors provide evidence on how events such as STM are beneficial in understanding children’s expressions and ideas regarding their rights, and the importance of creating spaces that foster children’s rights. Keywords: Shaking the Movers, children’s rights, right to non-discrimination, children’s expression, early childhood education

The Convention on the Rights of the Child – 30th Anniversary

2020 ◽  
Vol 595 (8) ◽  
pp. 3-16
Author(s):  
Anna Górka-Strzałkowska
Keyword(s):  
Local Governments ◽  
Children's Rights ◽  
Children’S Rights ◽  
General Assembly ◽  
United Nations General ◽  
Rights Of The Child ◽  
30Th Anniversary ◽  
The World ◽  
Entire Society ◽  
United Nations General Assembly

The issue of children’s rights is extensive and multi-threaded. Studies on this subject show different perspectives and views, referring to various areas of children’s functioning and development. The article presents the perspective of children’s rights in the activities of organizations, local governments, educational and culture institutions on the 30th anniversary of the adoption of the Convention on the Rights of the Child. The Declaration of the Rights of the Child was created, adopted on November 20, 1959 by the United Nations General Assembly, which developed the scope of children’s rights. However, it still had no legal value. It was only the Convention on the Rights of the Child, established on the initiative of Poland on November 20, 1989, that became a global constitution protecting children all over the world. The events related to the 30th anniversary of the adoption of the Convention became the culmination of the contemporary activities undertaken to mobilize the entire society to fight for children’s rights. These initiatives enabled the presentation of positions and views on the issue of the child. In a broad sense, they allowed the possibility of implementing program changes to improve the situation of children not only in Poland, but also in the world.

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.

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

2020 ◽  
Vol 45 (4) ◽  
pp. 295-308
Author(s):  
Leanne Gibbs
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
High Quality ◽  
Complexity Leadership ◽  
Childhood Education ◽  
High Quality Education ◽  
Theory Of Practice ◽  
Practice Architectures

This article reports on an Australian study of the emergence and development of leadership that supports children’s rights and their access to high-quality early childhood education (ECE). The qualitative study contributes to a growing body of research on ECE leadership practice; specifically, the area of site-based leadership cultivation and development. Complexity leadership theory was used to situate leadership within the Australian ECE context; accounting for the competing purposes of high-quality education programs and for the complex array of practices required for leadership to be effective. Additionally, the theory of practice architectures was employed as an analytical tool. The theory of practice architectures helped to identify socially-just leadership practices that uphold children’s rights, and to understand the organisational arrangements that enabled and constrained those practices within each site. Study findings illuminate how leadership can be cultivated and developed in ECE. As a result of the study, organisations are encouraged to create the cultural-discursive, material-economic and social-political arrangements that shape leadership within ECE sites. The paper argues for the development of ECE leadership as a socially-just practice, that upholds the rights of children and their access to high-quality early childhood education.

Discursive tensions: Outcomes and rights in educators’ accounts of children’s relaxation

2020 ◽  
pp. 146394912098348
Author(s):  
Emma Cooke ◽  
Zhaoxi Zheng ◽  
Sandy Houen ◽  
Karen Thorpe ◽  
Andrew Clarke ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
Care Policy ◽  
Childhood Education ◽  
Education And Care ◽  
Dominant Discourses ◽  
Rights Discourse

In early childhood education and care policy, there are two dominant discourses: ‘investment and outcomes’ and ‘children’s rights’. There is little research on how these discourses play out in educators’ accounts. In this article, the authors examine the case of discourse pertaining to children’s relaxation in early childhood education and care. They demonstrate that Australian relaxation policy for children in early childhood education and care constructs children as passive and incompetent subjects. Some educators reproduce early childhood education and care policy tensions by vacillating between investment-outcomes and children’s rights discourse in their accounts, while other educators deviate from the policy constructions and adopt children’s rights discourse.

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