ERIC Number: EJ802544
Record Type: Journal
Publication Date: 2007-Sep
Abstractor: As Provided
Reference Count: 51
Children's Rights and Early Childhood Education Links to Theory and Advocacy
Smith, Anne B.
Australian Journal of Early Childhood, v32 n3 p1-8 Sep 2007
There is still resistance and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, "Te Whariki." The second example is New Zealand's Strategic Plan for Early Childhood Education (Nga Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.
Descriptors: Strategic Planning, Early Childhood Education, Childrens Rights, Young Children, Foreign Countries, Child Advocacy, Developmental Psychology, Experimental Psychology, Educational Improvement, Curriculum Development, Student Rights, Student Participation, Educational Planning, Access to Education
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: firstname.lastname@example.org; Web site: http://www.earlychildhoodaustralia.org.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: New Zealand