Teachers as Brokers

Teachers as Brokers This paper explores a small sample of Australian early childhood teachers’ perceptions of the rights-based concepts participation and agency . We recognise and reconcile some of the perceived tensions between the debates on participation and protection and how these play out in the teaching and learning spaces of early childhood education. Teachers’ reflections on these concepts in relation to practice are highly significant to the field, connecting the concepts of children’s rights to the reality of everyday practices in early childhood education and care settings. As brokers or conduits to participation in early learning environments, a better understanding of teacher’s professional stance enables opportunities for young children to be better heard. An understanding of complexities and relatedness within these settings, can lead to more consistent and clear policy implementation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Children's Rights Brill

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Publisher
Brill
Copyright
© 2015 by Koninklijke Brill NV, Leiden, The Netherlands
Subject
Articles
ISSN
0927-5568
eISSN
1571-8182
DOI
10.1163/15718182-02303011
Publisher site
See Article on Publisher Site

Abstract

This paper explores a small sample of Australian early childhood teachers’ perceptions of the rights-based concepts participation and agency . We recognise and reconcile some of the perceived tensions between the debates on participation and protection and how these play out in the teaching and learning spaces of early childhood education. Teachers’ reflections on these concepts in relation to practice are highly significant to the field, connecting the concepts of children’s rights to the reality of everyday practices in early childhood education and care settings. As brokers or conduits to participation in early learning environments, a better understanding of teacher’s professional stance enables opportunities for young children to be better heard. An understanding of complexities and relatedness within these settings, can lead to more consistent and clear policy implementation.

Journal

The International Journal of Children's RightsBrill

Published: Oct 20, 2015

Keywords: early childhood education; participation; children’s agency; teacher perceptions

References

  • Early childhood development: a question of rights

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