The status of children's rights in early childhood education policy 2009

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v0i19.1557 ◽

2009 ◽

Author(s):

Sarah Te One ◽

Carmen Dalli

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Education Policy ◽

Children's Rights ◽

Children’S Rights ◽

Political Agenda ◽

High Quality ◽

Childhood Education ◽

Early Childhood Education Policy ◽

The Status

Under the current National-led government the combined effects of a new political agenda and a world-wide recession have resulted in a discernible shift in policy priorities. Using a children’s rights-based lens, this paper considers changes in early childhood policy during 2009 and argues that these shifts impact the integrity of the 10-year early childhood Strategic Plan introduced in 2002. They also put in question whether children’s rights to high-quality early childhood education policy are really taken seriously within the policy arena. The issue of government’s role in providing high quality early childhood services is highlighted as one that derives from children’s citizenship rights. The paper concludes that a new critical ecology of the early childhood sector is emerging which uses a children’s rights perspective to evaluate current policy and envision possible futures.

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“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

Australasian Journal of Early Childhood ◽

10.1177/1836939120966093 ◽

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.

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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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