Early Childhood Educators’ Perspectives on Children’s Rights: The Relationship between Images of Childhood and Pedagogical Practice
MetadataShow full item record
There is a need to understand better the role that early childhood educators’ perspectives on children’s rights play in informing pedagogical practice. In the Australian context there is unease regarding the place of children’s rights in current curriculum policy. This article examines how educators’ perspectives on children’s rights inform and influence their pedagogical practice. The ethnographic study reported here involved the participation of three early childhood teachers located in one Western Australian metropolitan primary school, and generated data through the combination of walking tours, photographs of the school environment, and a focus-group interview. Themes of “Access” and “Power-fullness” emerged from the data as local values illustrating the relationship between images of childhood held by teachers and pedagogical practice. The theoretical propositions of “Pedagogy of Place and Space” and “Pedagogy of Possibilities” are offered as provocations for educators of young children wishing to enhance their practice with a children’s rights-based discourse.
Showing items related by title, author, creator and subject.
Merewether, Jane; Fleet, A. (2013)This article discusses why researchers and educators might choose to seek children's perspectives. It also highlights some of the key considerations when seeing children as having the right to contribute to decisions that ...
Diversity in teaching and learning: Practitioners' perspectives in a multicultural early childhood setting in AustraliaBuchori, Sylvia; Dobinson, Toni (2015)Encounters with dominant sociocultural values begin with the early childhood classroom setting. This qualitative study reported the perceptions that early childhood educators in an Australian setting had of their culturally ...
New tricks for old hands: How experienced primary teachers incorporate new science curricula into their practice.Pearson, Jennifer Olwyn (2002)Primary teachers are constantly required to make changes in their teaching practice. This thesis reports on a year in the professional life of two experienced primary school teachers as they engage in implementing a new ...