Early Years Teachers and young children’s rights: the need for critical dialogue

Article

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. https://doi.org/10.15123/PUB.5091
AuthorsRobson, J.
Abstract

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.

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation6 (1), pp. 6-11
ISSN2046-1240
2047-3818
Year2016
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/PUB.5091
Web address (URL)https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education
Publication dates
PrintMay 2016
Publication process dates
Deposited05 Jul 2016
Copyright information© 2016 The author
Permalink -

https://repository.uel.ac.uk/item/85137

Log in to edit

Download files

Publisher's version
RITE MAY 16 - Robson.pdf
License: CC BY

Explore this article

Explore this article

Editorial
Czerniawski, G. 2016. Editorial. Research in Teacher Education. 6 (1), pp. 5-5. https://doi.org/10.15123/PUB.5090
Alternative approaches to education: Tolstoy’s thinking on teaching and learning and its relevance for today
Robertson, G. 2016. Alternative approaches to education: Tolstoy’s thinking on teaching and learning and its relevance for today. Research in Teacher Education. 6 (1), pp. 12-17. https://doi.org/10.15123/PUB.5092
Reflections on inclusion: how far have we come since Warnock and Salamanca?
Conner, Lara 2016. Reflections on inclusion: how far have we come since Warnock and Salamanca? Research in Teacher Education. 6 (1), pp. 18-23. https://doi.org/10.15123/PUB.5096
Critical incident analysis: reflections of a teacher educator
Mohammed, R. 2016. Critical incident analysis: reflections of a teacher educator. Research in Teacher Education. 6 (1), pp. 25-29. https://doi.org/10.15123/PUB.5093
Science-based entrepreneur project development process for pre-service science teachers: difficulties faced*
Devici, Isa 2016. Science-based entrepreneur project development process for pre-service science teachers: difficulties faced*. Research in Teacher Education. 6 (1), pp. 30-35. https://doi.org/10.15123/PUB.5094
Like a fish in water? Experiences of Muslim families in the British education system
White, R. and Pafford, Fran 2016. Like a fish in water? Experiences of Muslim families in the British education system. Research in Teacher Education. 6 (1), pp. 36-40. https://doi.org/10.15123/PUB.5095
Looking at ‘both sides’ of teacher education research and policy-making: insights for the teacher education research community
White, Simone 2016. Looking at ‘both sides’ of teacher education research and policy-making: insights for the teacher education research community. Research in Teacher Education. 6 (1), pp. 41-46. https://doi.org/10.15123/PUB.5097
Book Reviews
Uppal, Gurmit, Kidd, W. and Bannocks, Rebecca 2016. Book Reviews. Research in Teacher Education. 6 (1), pp. 47-49. https://doi.org/10.15123/PUB.5098
  • 1061
    total views
  • 1263
    total downloads
  • 12
    views this month
  • 6
    downloads this month

Export as

Related outputs

Reflections from the higher education classroom: the role of playful pedagogy in the professional formation of early childhood students
Robson, J. and Le Voguer, M. 2024. Reflections from the higher education classroom: the role of playful pedagogy in the professional formation of early childhood students. European Early Childhood Education Research Journal. p. In Press. https://doi.org/10.1080/1350293X.2024.2431538
Young children as citizens: learning from practice in the early childhood setting
Ryder, G. and Robson, J. 2023. Young children as citizens: learning from practice in the early childhood setting. Journal of Childhood, Education and Society. 4 (2), pp. 114-123.
Navigating pedagogical challenges through authentic pedagogy during the transition to online learning amid COVID-19
Robson, J. and Zanatta, F. 2022. Navigating pedagogical challenges through authentic pedagogy during the transition to online learning amid COVID-19. Widening Participation and Lifelong Learning. 24 (2), pp. 83-93. https://doi.org/10.5456/WPLL.24.2.83
Unsettling the Trump Baby: Learning from values and pedagogy in the early childhood nursery
Robson, J. 2022. Unsettling the Trump Baby: Learning from values and pedagogy in the early childhood nursery. Global Studies of Childhood. 12 (3), p. 288–296. https://doi.org/10.1177/20436106221117846
An Action Research Inquiry: facilitating early childhood studies undergraduate researcher development through Group Supervision
Robson, J. 2022. An Action Research Inquiry: facilitating early childhood studies undergraduate researcher development through Group Supervision. Educational Action Research. 30 (5), pp. 689-706. https://doi.org/10.1080/09650792.2021.1872395
Lecturing within the panoptic scheme of prevent in an English University
Robson, J. and Hunt, R. 2021. Lecturing within the panoptic scheme of prevent in an English University. Critical Studies on Terrorism. 14 (4), pp. 578-597. https://doi.org/10.1080/17539153.2021.1996935
Conclusion: Reflections on the First Five Years of the Prevent Duty in Early Years, Primary, Secondary and Further Education
Jerome, L., Busher. J., Armstrong, M. A., Choudhury, T., da Silva, R., Elwick, A., Fontana, G., James, N., Lewis, J., Robson, J., Svennevig, H. and Thomas, P. 2020. Conclusion: Reflections on the First Five Years of the Prevent Duty in Early Years, Primary, Secondary and Further Education. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Palgrave Macmillan. pp. 159-169
Enacting the Prevent Duty in Early Childhood Education Settings
Robson, J. 2020. Enacting the Prevent Duty in Early Childhood Education Settings. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Palgrave Macmillan. pp. 77-97
How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?
Robson, J. and Martin, E. 2019. How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England? Contemporary Issues in Early Childhood. 20 (1), pp. 93-103. https://doi.org/10.1177/1463949119827031
Participatory pedagogy for values education in early childhood education
Robson, J. 2019. Participatory pedagogy for values education in early childhood education. European Early Childhood Education Research Journal. 27 (3), pp. 420-431. https://doi.org/10.1080/1350293X.2019.1600811
How do practitioners in early years provision promote Fundamental British Values?
Robson, J. 2018. How do practitioners in early years provision promote Fundamental British Values? International Journal of Early Years Education. 27 (1), pp. 95-110. https://doi.org/10.1080/09669760.2018.1507904
Responses to the marginalisation of Roma young people in education in an age of austerity in the United Kingdom
Robson, J. 2017. Responses to the marginalisation of Roma young people in education in an age of austerity in the United Kingdom. in: Blackman, Shane and Rogers, Ruth (ed.) Youth marginality in Britain: Contemporary studies of austerity Policy Press.
Welcome to the Roma? Education practitioners attempts to resist a dominant negative discourse about Roma Children.
Robson, J. 2015. Welcome to the Roma? Education practitioners attempts to resist a dominant negative discourse about Roma Children. Today's Children are Tomorrow's Parents. 40-41, pp. 46-55.
Research in Teacher Education: Volume 6, No.1, May 2016
Czerniawski, G., Robson, J., Robertson, G., Conner, Lara, Mohammed, R., Devici, Isa, White, R., White, Simone, Uppal, Gurmit, Pafford, Fran, Kidd, W. and Bannocks, Rebecca 2016. Research in Teacher Education: Volume 6, No.1, May 2016. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.891ww