000			01779nab a22002057a 4500
001			1969
003			BCACCS
005			20150824145830.0
008			100412s2007 aca s 000 0 eng d
040			_aBCACCS
100	1		_aSmith, Anne B. _9315
245	1	0	_aChildren's rights and early childhood education _cAnne B. Smith _h[electronic resource] /
260			_c2007.
300			_a1 online resource (p. 1-8) : _bdigital, PDF file
520	3		_aThere is still resistance and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children’s agency and competency, and the primacy of children’s lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, Te Wha-riki. The second example is New Zealand’s Strategic Plan for Early Childhood Education (Nga - Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.
650		0	_aEarly childhood education _xGovernment policy _zNew Zealand _9316
773	0		_tAustralasian Journal of Early Childhood _gVol. 32, no. 3 (September 2007), p. 1-8
856	4	0	_uhttp://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0703.pdf _zFull text
942			_2z _cARTICLE
999			_c1183 _d1183