Early Years Teachers and young children’s rights: the need for critical dialogue
Robson, J. 2016. Early Years Teachers and young children’s rights: the need for critical dialogue. Research in Teacher Education. 6 (1), pp. 6-11.
The absence of knowledge about children’s rights is frequently associated with ineffective implementation of the United Nations Convention on the Rights of the Child (UNCRC); this directly impacts on children’s lives and the ways they are viewed by adults (Freeman 1998; Pugh 2015). Recent research (Jerome et al. 2015) has highlighted the lack of focus on children’s rights in the initial training of teachers and other education practitioners. In this paper I analyse the status of children’s rights in the standards for Early Years Teachers (EYTs) introduced in 2013 in England. Informed by the findings from research in sites of early years practice, I suggest possibilities for a critical dialogue that repositions the UNCRC as a visible and explicit framework of reference for EYTs’ work with young children.
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||6 (1), pp. 6-11|
|Publisher||University of East London, Cass School of Education and Communities|
|Digital Object Identifier (DOI)||doi:10.15123/PUB.5091|
|Web address (URL)||https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education|
|Publication process dates|
|Deposited||05 Jul 2016|
|Copyright information||© 2016 The author|
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