Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/18163
Title: Social Justice, Children's Needs and Rights: An Approach to Planning
Contributor(s): Sims, Margaret (author)orcid 
Publication Date: 2015
Open Access: Yes
DOI: 10.5430/jct.v4n2p122
Handle Link: https://hdl.handle.net/1959.11/18163
Open Access Link: http://dx.doi.org/10.5430/jct.v4n2p122
Abstract: Commonly, planning for children involves comparing what they know against a curriculum or learning framework which identifies what they should know. Early childhood educators are then expected to create learning opportunities to help fill the gap between these two extremes. In this paper I argue that such an approach does not honour the requirements outlined in the United Nations Convention on the Rights of the Child, particularly in relation to respecting children's agency. Rather, in this approach adults possess and enact power over children: adults make the decisions about what children should know and what and how they will be taught. I propose an alternative framing of planning. The focus of the planning becomes what early childhood educators need to do to ensure children's rights are met rather than on what children need to learn to meet the requirements of the relevant curriculum or learning framework.
Publication Type: Journal Article
Source of Publication: Journal of Curriculum and Teaching, 4(2), p. 122-129
Publisher: Sciedu Press
Place of Publication: Canada
ISSN: 1927-2677
1927-2685
Field of Research (FOR): 130102 Early Childhood Education (excl. Maori)
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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