Abstract
Globally, early childhood education and care (ECEC) settings are
increasingly influenced by the United Nations Convention on the Rights of the
Child (UNCRC) (United Nations, Convention on the Rights of the Child. United
Nations, Geneva, 1989). The Convention emphasises that the best interests of the
child is a central focus for actions and decisions concerning children. This includes
the best interests of infants and toddlers. Enacting rights that emphasise children as
participants in research and practices that involve them (Articles 3.3, 12, 13 and 36),
has led to an exploration of methods and practices that support this aim. However,
this chapter problematises the notion of participation in relation to infants and toddlers. Coming from UK and Australian perspectives (and experiences that have
shaped the authors’ epistemological standpoints), the authors argue that participation with infants and toddlers might be an illusion. They also address some of the
asymmetries of the rights of children under the age of three in ECEC. In this chapter, the authors discuss how participation can be conceptualised in practice and and research, and the role of participation. Finally, the chapter concludes by suggesting a changing in discourse, and makes the case that instead of focusing on how
participation can be achieved with children under three in practice and research, the
focus should be to achieve ethical praxis by acknowledging ethical permeability,
relatability, Otherness and emotional capital.
increasingly influenced by the United Nations Convention on the Rights of the
Child (UNCRC) (United Nations, Convention on the Rights of the Child. United
Nations, Geneva, 1989). The Convention emphasises that the best interests of the
child is a central focus for actions and decisions concerning children. This includes
the best interests of infants and toddlers. Enacting rights that emphasise children as
participants in research and practices that involve them (Articles 3.3, 12, 13 and 36),
has led to an exploration of methods and practices that support this aim. However,
this chapter problematises the notion of participation in relation to infants and toddlers. Coming from UK and Australian perspectives (and experiences that have
shaped the authors’ epistemological standpoints), the authors argue that participation with infants and toddlers might be an illusion. They also address some of the
asymmetries of the rights of children under the age of three in ECEC. In this chapter, the authors discuss how participation can be conceptualised in practice and and research, and the role of participation. Finally, the chapter concludes by suggesting a changing in discourse, and makes the case that instead of focusing on how
participation can be achieved with children under three in practice and research, the
focus should be to achieve ethical praxis by acknowledging ethical permeability,
relatability, Otherness and emotional capital.
| Original language | English |
|---|---|
| Title of host publication | (Re)conceptualising children’s rights in infant-toddler early childhood care and education: Transnational conversations |
| Editors | F Press, Sandra Cheeseman |
| Place of Publication | Australia |
| Publisher | Springer |
| Pages | 45-58 |
| Number of pages | 14 |
| Publication status | Published - 2022 |