Applying a model of participation rights in home-based early childhood settings: A case study

Abstract

Children's participation rights are articulated in articles 12 and 13 of the United Nations Convention on the Rights of the Child (United Nations, 1989). They are at the core of the theory that underpins the framework of Te Whariki, the early childhood curriculum framework for Aotearoa New Zealand (Ministry of Education, 1996), and its effective implementation. Affording participation rights in early childhood education is a process which, in keeping with sociocultural theory, should be responsive to the voices of children and their parents/family/whanau as they work in collaboration with educators/teachers (Layland, 2006). This article will draw on the results of one of three case studies that were part of a research project. The project aimed to establish the usefulness of an interactive process model of participation (Layland, 2009), as a tool for home-based educators to critically reflect on, evaluate, affirm and develop their practice (Layland, 2010). The term educator also refers to nannies who work in the child's home.