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Children’s rights and early years provision in India

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posted on 2023-06-08, 17:55 authored by Vinnarasan Aruldoss, John M Davis
The term ‘participation’ is vague, and it’s meaning has been increasingly contested in early years education. This chapter analyses children’s everyday experiences in a formal preschool setting in India, and offers a series of reflections on what such experiences mean for the concept of children’s rights. Considering pedagogy as a contested terrain where different world-views, perspectives and power positions intersect, this chapter examines the power inherent in everyday interactions between children and teachers, and suggests that participation is an ongoing negotiated process. Whether children’s rights to participate in early years provision are realised, depends on how they are positioned in everyday contexts. My research demonstrates the active agency of young children, suggests that young children have the ability to contribute to everyday pedagogy and practice, and that their participation is meaningful if it is rooted in their everyday lives. Children should be recognised as active players who can learn things in many ways and acquire knowledge through their embodied experiences.

History

Publication status

  • Published

File Version

  • Accepted version

Publisher

Palgrave Macmillan

Pages

366.0

Book title

Enhancing children’s rights: connecting research, policy and practice

Place of publication

Basingstoke

ISBN

9781137386090

Department affiliated with

  • Social Work and Social Care Publications

Full text available

  • Yes

Peer reviewed?

  • No

Editors

Anne Smith

Legacy Posted Date

2014-07-24

First Open Access (FOA) Date

2016-03-22

First Compliant Deposit (FCD) Date

2016-03-22

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