Children’s Rights and Early Years Provision in India

Vinnarasan Aruldoss, John Davis

Research output: Chapter in Book/Report/Conference proceedingChapter

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.
Original languageEnglish
Title of host publicationEnhancing Children's Rights
Subtitle of host publicationConnecting Research, Policy and Practice
EditorsA. Smith
Place of PublicationLondon
Chapter7
Pages95-110
Number of pages16
Publication statusPublished - Mar 2015

Keywords

  • children's rights
  • early years provision
  • India

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