![]() ![]() ![]() 7 (2005): Implementing Child Rights in Early Childhood (CRC/C/GC/7/Rev.1).Is Unionisation Needed in order to Improve the Pay and Working Conditions of those Employed in Irelands Early Childhood Care and Education (ECCE) Sector? United Nations Committee on the Rights of the Child. ![]() Children’s rights: Towards social justice. Contemporary Issues in Early Childhood, 19(4), 328–339. Can we belong in a neo-liberal world? Neo-liberalism in early childhood education and care policy in Australia and New Zealand. Press, F., Woodrow, C., Logan, H., & Mitchell, L. New Zealand Annual Review of Education, 18, 5–29. Place-based education: Catering for curriculum, culture and community. National Council for Curriculum and Assessment (NCCA). He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. So the focus of both chapters helps to highlight an issue that is of significant importance and adds to the small body of literature on this topic. Yet despite widespread acknowledgement that CRE needs to be embedded in teacher education, internationally a child rights approach is only sometimes present in ECEC teacher education courses. As Pardo and Jadue-Roa note, the UNICEF Child Rights Education Toolkit (2014) also emphasised embedding rights in the curricula and training of professionals working with young children. ![]() It specifically argued for trained staff and professional training to enable “sound, up-to-date theoretical and practical understanding about children’s rights and development” (Clause 23). 7, following its concern that the reports of States Parties offered very little information on the rights of the young child, pointed out that “young children are holders of all rights enshrined in the Convention and that early childhood is a critical period for the realization of these rights” (Clause 1). While the original UNCRC (1989) does not specifically mention ECEC, the UNCRC (2006) General Comment No. These authors clearly establish the need for child rights education (CRE) to have a central place in initial teacher education. The chapter by Pardo and Jadue-Roa begins with a useful explanation of the concept of duty-bearers – and the role of the state as legal duty-bearer and of non-state entities, including teachers, as moral duty-bearers. This is an under-researched area, and their chapters offer valuable insights and challenges for tertiary institutions and teacher educators in preparing ECEC students for teaching as duty-bearers under the United Nations Convention on the Rights of the Child (UNCRC). 3), are concerned with initial teacher education for children’s rights in early childhood education and care (ECEC). ![]()
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