1. A CRITICAL ANALYSIS OF NEGOTIATING CHILDREN ’ S RIGHTS WITHIN AN E ARLY C HILDHOOD C ARE AND E DUCATION C ENTRE IN I RELAND Georga Dowling October 2013

2. A BOUT THE R ESEARCH The key research questions are What are the challenges and tensions within an ECCE Centre regarding the implementation of children’s rights? How are these challenges and tensions negotiated within an ECCE Centre? Limited research into children’s rights within the ECCE sector in Ireland Dialogue of children’s rights is pertinent after the Prime Time revelation in May 2013.

3. L ITERATURE R EVIEW Benefits that investment in Early Education brings (Hayes & Bradley, 2008; Darling-Hammond, 1997; Freeman & Veerman, 1992). Variance between the systems in operation in Ireland when compared with our European counterparts (Hayes & Bradley, 2008; Deegan, Devine & Nic Ghiolla, 2004). Children’s rights in a sociocultural context Maslow’s Hierarchy of Needs Bronfenbrenner’s Ecological framework Hart’s Ladder of Participation.

4. L ITERATURE R EVIEW Historical landscape of policies within the ECCE sector in Ireland Ready to Learn, White Paper (1999) ‘National Children’s Strategy: Our Children their Lives’ (2000) UNCRC and it’s implementation Workforce Development Plan (WDP) National Framework for Qualifications (NFQ) Free preschool year Siolta Aistear Preschool Regulations Government policy Funding Implementation of support systems Value added belief of early education

5. M ETHODOLOGY “G ETTING AT THE INVISIBLE THROUGH THE VISIBLE ” (G RAUE & W ALSH, 1998). Qualitative, ethnographic participatory case study approach Co-inquirers

6. D ATA G ATHERING Child Participants Data Gathering Techniques Classroom video observations and field notes Child conferencing Pictures from the children Educators Data Gathering Techniques Semi structured interviews Informal chats Parents Data Gathering Techniques Focus group Organisation Review of organisational documentation

7. R IGHTS ARE INTERRELATED, INTERWOVEN AND INTERDEPENDENT AND ARE IMPACTED ON BY CONTEXTUAL ENVIRONMENTS Child Home environment Play environment Community environment rights

8. R IGHTS ARE INTERRELATED, INTERWOVEN AND INTERDEPENDENT AND ARE IMPACTED ON BY CONTEXTUAL ENVIRONMENTS All parents agreed - basic human rights would be the most important initially - the need for more abstract conceptual rights would become important. Educator’s difficulty in prioritising rights and allocating a hierarchy to the rights therefore indicates that the educators view rights as interrelated and interdependent.

9. D EVELOPING A ROBUST COMMUNITY IS INTEGRAL TO FULFILLING CHILDREN ’ S RIGHTS TO BELONG Educators, children and parents value the necessity for a cohesive community within the setting to exist Children need to be valued as active participants Parents are seen as an essential link by both the educators and parents

10. D EVELOPING A ROBUST COMMUNITY IS INTEGRAL TO FULFILLING CHILDREN ’ S RIGHTS TO BELONG “I've got too many friends, I can't even, I can't even remember what to tell” (Child Conferencing 1, Paragraph 42).

11. O RGANISATIONAL DEFICIENCY IS IMPACTING ON CHILDREN ’ S RIGHTS The development of the vision and procedures for enactment of rights has been training led in this centre not strategically led through written policy. Challenge of listening to children and completing the paper work due to the lack of non-contact time afforded to them. The organisation needs to carry out a systematic review of its policies and procedure, which is outside of the scope of this study.

12. T HE PERCEPTION OF ‘D UTY OF C ARE ’ IMPACTS ON THE ENACTMENT OF PARTICIPATION RIGHTS You are not teaching them how to write or read because they are going to do that but we are preparing them to write and read…. Then the other things that children don't need for going to school are their sounds and their numbers. What they need is social skills, sense of themselves…..". “The kids do know what they are doing for the day because that's another thing we would say "Today we are going to do our snakes for the giant". So they know what's coming”

13. T HE INTERPRETATION OF PEDAGOGICAL THEORIES INFLUENCES THE IMPLEMENTATION OF CHILDREN ’ S RIGHTS. Interpretation of pedagogical theories differs from educator to educator The interpretation of the pedagogy impacts the structure of the routine This study has qualitative evidence to show that each educator operates their room through their interpretation of their chosen pedagogy. This research recommend that the interpretation of pedagogies could be examined further in relation to rights.

14. R ECOMMENDATIONS Intrinsic: Further develop parental involvement to bridge the gap between the environments which circumnavigate the children. Review the policies and procedures Explore school readiness Extrinsic: The challenge of providing a quality service enabling children’s rights without the necessary national support Paid mandatory CPD days Quality regulations Interdisciplinary Inspection team Paid non contact time This study highlighted that children need to be in the centre of policy making on a National level in the future with investment and support systems in place to implement change.

15. F INAL T HOUGHT “There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they can grow up in peace." -- Kofi AnnanKofi Annan

16. Thank you for listening Questions & Answers