UN Convention on the Rights of the Child: “Where are we at in recognising children’s rights in early childhood, three decades on …?”

Theobald, Maryanne

doi:10.1007/s13158-019-00258-z

Cited by 15 publications

(22 citation statements)

References 17 publications

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“…According to the Concluding observations to Croatia (CRC 2014), there is an increasing number of children having to pay for leisure activities, which may result in inequality. Theobald (2019) notes the frequent incongruence between policy initiatives and enactment of children's rights in early childhood.…”

Section: On the Right To A Just And Equal Lifementioning

confidence: 99%

Broadening the Rights of Children in the Anthropocene

Jevtić

Sadownik

Engdahl

2021

Young Children in the World and Their Rights

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This concluding chapter analyses the different chapters against the times we are living in and the overarching question of what the challenges are for the children of the world today. Initially, we introduce Julie Davis' theoretical model of five dimensions of rights that we will use to structure the analysis and for pointing at possible challenges and answers. Then we present our analysis in three sections, following the three parts of the book, policy, children's perspective, and education, and link the analysis to some new research and descriptions of the conditions children are living under today, including some reflections around the COVID-19 pandemic. In the final section of this book, we summarize the task in front of all of us, by giving some recommendations and challenges for early childhood education about the future for the children in the world, and for the world.

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Section: On the Right To A Just And Equal Lifementioning

confidence: 99%

Broadening the Rights of Children in the Anthropocene

Jevtić

Sadownik

Engdahl

2021

Young Children in the World and Their Rights

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“…The United Nations Convention on the Rights of the Child calls for the right of children to hold and express views in all matters affecting them (United Nations, 1989, p. 4). Broadly, the Convention encompasses children’s rights to provision, protection and participation (Theobald, 2019), and the right of children to have and to express their view on matters they are participating in. These matters include their participation in education and other community services.…”

Section: Literature Reviewmentioning

confidence: 99%

Valuing beneficiary voice: Involving children living in out-of-home care in programme evaluation

Knight

Kingston

2021

Evaluation Journal of Australasia

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This article charts the innovative evaluation journey an Australian nonprofit organisation, The Pyjama Foundation (PJF), has taken when designing an evaluation instrument to gain feedback from programme beneficiaries. PJF sought to develop a formal, targeted approach to hear the perspectives of children living in out-of-home care, who are involved with their Love of Learning educational programme. The design process included two focus group discussions with foster carers, programme volunteers, and child development experts. From this, an evaluation survey for children to use was developed. The survey’s underpinning conceptual framework, based on key protective factors influencing educational outcomes for children in out-of-home care, is a key contribution of this research. In addition, the design and implementation issues PJF encountered contribute insights for other nonprofit organisations and evaluators and academic knowledge towards evaluations involving children and vulnerable stakeholders. Hearing children’s views on programmes they are involved in is vital in helping to develop safe spaces for children to engage, where their thoughts are valued and opinions matter. As such, the processes detailed within this article support the development of evaluation practices that value children’s voices.

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“…The approach enabled children to gradually get to know adult volunteers on their terms: they decided how they would conduct inquiry, what they would ask, and how to include adults. Both individual agency and collective endeavour were revealed as important for children's participation, challenging dualisms (Theobald, 2019) by positioning them as capable researchers, rather than passive or waiting for adults to provide them with knowledge.…”

Section: Children's Positioningmentioning

confidence: 99%

“…Although most UK schools have some form of student voice or council, evidence is scarce that children have any meaningful participation in deciding what happens in their classrooms, the curriculum, or what and how they learn. Participation itself can have many meanings (Anderson et al, 2019); in education it is a complex issue where dualisms between individualistic and collective standpoints abound (Theobald, 2019). If we understand participation as children taking an active part in decisions that influence their lives and issues that concern them, making things happen by developing and expressing their views, and joining with others to make the world a better place, such activities if they happen at all in schools are generally side-lined as extra-curricular; yet surely these are necessary for building cooperation and more equitable societies?…”

Section: Introductionmentioning

confidence: 99%

Children changing spaces, changing schools

Crook

2020

Children & Society

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Children's participation remains controversial in United Kingdom schools where children and their communities rarely have opportunity to change what happens. This paper considers an original approach that developed cooperative intergenerational inquiry with a class of 10-11-year-olds in the north of England as part of complexity-informed partic-How to cite this article: Crook DJ. Children changing spaces, changing schools.

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UN Convention on the Rights of the Child: “Where are we at in recognising children’s rights in early childhood, three decades on …?”

Cited by 15 publications

References 17 publications

Broadening the Rights of Children in the Anthropocene

Broadening the Rights of Children in the Anthropocene

Valuing beneficiary voice: Involving children living in out-of-home care in programme evaluation

Children changing spaces, changing schools

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