Children’s rights and early childhood education as reflected in the convention on the rights of the child

1992 ◽  
Vol 24 (1) ◽  
pp. 22-26 ◽  
Author(s):  
Kerstin Bäckström
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
Childhood Education ◽  
Rights Of The Child

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.

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.

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.

“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.

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