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Discourses/1, Australia: whose rights? The child’s right to be heard in the context of the family and the early childhood service: an Australian early childhood perspective

chapter
posted on 2019-01-01, 00:00 authored by Fay Hadley, Liz RouseLiz Rouse
This chapter unpacks how children’s rights are positioned in Australian early childhood education services and asks readers to consider the rethinking of the child’s position within the current parent/teacher partnership discourse. Early childhood educators have a complex and multi-faceted responsibility in their work with children. Balancing the ever-increasing interconnecting network of policy frameworks, societal expectations of what a ‘good’ early education and care program looks like, parental expectations, anxieties and concerns and supporting all children’s rights to be heard creates potentially competing tensions. This chapter aims to support the educator in finding a balance between the child’s rights alongside that of family, community and broader societal influences, offering theoretical tool to reflect on whose voice(s) is/are heard and whose are silenced in their practice.

History

Title of book

Children’s self-determination in the context of early childhood education and services: discourses, policies and practices

Volume

25

Series

International perspectives on early childhood education and development

Chapter number

10

Pagination

137 - 149

Publisher

Springer Nature

Place of publication

Cham, Switzerland

ISBN-13

9783030145552

ISBN-10

3030145557

Language

eng

Publication classification

B1 Book chapter

Copyright notice

2019, Springer Nature Switzerland AG

Extent

18

Editor/Contributor(s)

Federico Farini, Angela Scollan