Perceptions of children's rights Teachers’ Perceptions of Standards
Perceptions of children's rights
Название лота
Perceptions of children's rights
Автор:
Sarah Te One
Издательство:
Книга по Требованию
Год издания:
2010
ISBN:
978-3-8383-4198-9
Описание:
Perceptions of children's rights
The book reports on research investigating perceptions of young children's rights in early childhood settings and contribute to the expanding discourse about children's rights. The research canvassed teachers', parents' and young children's perceptions of their rights in early childhood settings. How did they understand children's rights, and what did these perceptions mean for them in the early childhood settings they participated in? The research found that perceptions of children's rights were interwoven, interrelated, and interdependent. Participation rights, protection rights and provision rights are recognised categories of children's rights and these were used to foreground participants' perceptions of thier rights in particular early childhood settings. Findings suggest that more in-depth awareness of children's rights in early childhood settings would support the developement of a children's rights- based pedagogy.
Caring, competent, and highly-qualified teachers are the most important factor contributing to P-12 education in the 21st century. Standards-based teacher education provides a road map for the preparation and ongoing professional development of teachers. It is important to know teacher's perceptions of teaching standards to improve standards-based teacher education programs which are based on developmentally appropriate practices. This book shares kindergarten teachers' perceptions of professional standards through a quantitative study conducted in the state of Indiana. Stakeholders in standards-based education reform, including principals, superintendents, teachers, college administrators, professors, and parents, can use this information to improve the teaching profession and benefit young children. This book sheds light on the relevance of professional teaching standards in the work of in-service early childhood educators.