Aruldoss, Vinnarasan and Davis, John M (2015) Children’s rights and early years provision in India. In: Smith, Anne (ed.) Enhancing children’s rights: connecting research, policy and practice. Palgrave Macmillan, Basingstoke. ISBN 9781137386090

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Abstract

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.

Item Type:	Book Section
Schools and Departments:	School of Education and Social Work > Social Work and Social Care
Subjects:	H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education > LB1101 Child study > LB1139.2 Early childhood education
Depositing User:	Vinnarasan Aruldoss
Date Deposited:	24 Jul 2014 13:27
Last Modified:	28 Mar 2019 16:37
URI:	http://sro.sussex.ac.uk/id/eprint/49393

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