a critical analysis of negotiating children ’ s rights within an e arly c hildhood c are and e...
TRANSCRIPT
A CRITICAL ANALYSIS OF NEGOTIATING CHILDREN’S RIGHTS WITHIN AN EARLY CHILDHOOD CARE AND EDUCATION CENTRE IN IRELAND
Georga Dowling
October 2013
ABOUT THE RESEARCH The key research questions are
What are the challenges and tensions within an ECCE Centre regarding the implementation of children’s rights?
How are these challenges and tensions negotiated within an ECCE Centre?
Limited research into children’s rights within the ECCE sector in Ireland
Dialogue of children’s rights is pertinent after the Prime Time revelation in May 2013.
LITERATURE REVIEW
Benefits that investment in
Early Education brings (Hayes & Bradley, 2008;
Darling-Hammond, 1997;
Freeman & Veerman, 1992).
Variance between the systems in operation in Ireland when compared
with our European counterparts (Hayes & Bradley, 2008; Deegan,
Devine & Nic Ghiolla, 2004).
Children’s rights in a sociocultural context
•Maslow’s Hierarchy of Needs•Bronfenbrenner’s Ecological
framework•Hart’s Ladder of Participation.
LITERATURE REVIEW Historical landscape of policies within the ECCE sector in
Ireland Ready to Learn, White Paper (1999) ‘National Children’s Strategy: Our Children their Lives’
(2000) UNCRC and it’s implementation Workforce Development Plan (WDP) National Framework for Qualifications (NFQ) Free preschool year Siolta Aistear Preschool Regulations
Government policy Funding Implementation of support systems Value added belief of early education
METHODOLOGY “GETTING AT THE INVISIBLE THROUGH THE VISIBLE” (GRAUE & WALSH, 1998).
Qualitative, ethnographic participatory case study approach
Co-inquirers
Class No of children Pedagogy
Class A – Morning class
13 Sessional children 10 full day children
Montessori
Class B: Morning class
5 full day children 6 sessional children
Emergent Play based
Class C – Afternoon Class
15 full day children (full time children from Class A and B)
Emergent Play based
DATA GATHERING Child Participants
Data Gathering TechniquesClassroom video observations and field notes Child conferencing Pictures from the children
Educators Data Gathering Techniques Semi structured interviews Informal chats
Parents Data Gathering Techniques
Focus group Organisation
Review of organisational documentation
RIGHTS ARE INTERRELATED, INTERWOVEN AND INTERDEPENDENT AND ARE IMPACTED ON BY CONTEXTUAL ENVIRONMENTS
rights
rights
RIGHTS ARE INTERRELATED, INTERWOVEN AND INTERDEPENDENT AND ARE IMPACTED ON BY CONTEXTUAL ENVIRONMENTS
All parents agreed - basic human rights would be the most important initially - the need for more abstract conceptual rights would become important.
Educator’s difficulty in prioritising rights and allocating a hierarchy to the rights therefore indicates that the educators view rights as interrelated and interdependent.
DEVELOPING A ROBUST COMMUNITY IS INTEGRAL TO FULFILLING CHILDREN’S RIGHTS TO BELONG
Educators, children and parents value the necessity for a cohesive community within the setting to exist
Children need to be valued as active participants
Parents are seen as an essential link by both
the educators and parents
DEVELOPING A ROBUST COMMUNITY IS INTEGRAL TO FULFILLING CHILDREN’S RIGHTS TO BELONG
“I've got too many friends, I can't even, I can't even remember what to tell” (Child Conferencing 1, Paragraph 42).
ORGANISATIONAL DEFICIENCY IS IMPACTING ON CHILDREN’S RIGHTS
The development of the vision and procedures for enactment of rights has been training led in this centre not strategically led through written policy.
Challenge of listening to children and completing the paper work due to the lack of non-contact time afforded to them.
The organisation needs to carry out a systematic review of its policies and procedure, which is outside of the scope of this study.
THE PERCEPTION OF ‘DUTY OF CARE’ IMPACTS ON THE ENACTMENT OF PARTICIPATION RIGHTS
You are not teaching them how to write or read because they are going to do that but we are preparing them to write and read…. Then the other things that children don't need for
going to school are their sounds and their numbers. What they need is
social skills, sense of themselves…..".
“The kids do know what they are doing for the day
because that's another thing we would say "Today we are going to do our snakes for the giant". So they know
what's coming”
THE INTERPRETATION OF PEDAGOGICAL THEORIES INFLUENCES THE IMPLEMENTATION OF CHILDREN’S RIGHTS.
Interpretation of pedagogical theories differs from educator to educator
The interpretation of the pedagogy impacts the structure of the routine
This study has qualitative evidence to show that each educator operates their room through their interpretation of their chosen pedagogy.
This research recommend that the interpretation of pedagogies could be examined further in relation to rights.
RECOMMENDATIONS Intrinsic:
Further develop parental involvement to bridge the gap between the environments which circumnavigate the children.
Review the policies and procedures Explore school readiness
Extrinsic: The challenge of providing a quality service enabling children’s
rights without the necessary national support Paid mandatory CPD days Quality regulations Interdisciplinary Inspection team Paid non contact time
This study highlighted that children need to be in the centre of policy making on a National level in the future with investment and support systems in place to implement change.
FINAL THOUGHT
“There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they can
grow up in peace." -- Kofi Annan
Thank you for listening
Questions & Answers