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1.
《儿童权利公约》将儿童权利保护置于首要地位,为儿童权利的保护提供了普遍的法律标准,我国积极实施公约,使我国儿童的发展权得到了较好的保障：儿童受教育权得到很好保障、儿童文化产品和文化活动日益丰富、儿童使用网络更便利获取信息机会增多、儿童参与权保障不断改善。但我国儿童发展权保障还存在不足,我们要进一步提高保障儿童发展权的意识、完善相关法制和政策,强化儿童权利保护的管理体制和规划,完成余下的＂普九＂任务,加强素质教育,提高儿童教育质量,采取切实措施促进儿童参与权的实现。 相似文献
2.
Icarbord Tshabangu 《Educational Research for Policy and Practice》2018,17(1):69-82
The developing world has continually faced tremendous challenges in providing social security and safety nets for its vast populations culminating in wider educational inequalities and extreme poverty. It is not uncommon in Sub-Saharan Africa to find rapacious wealth in the hands of a few co-existing with mass poverty. As a consequence, the majority of children in education have continually experienced low attainment levels and poor prospects in life. This paper discusses interrelationships between child poverty and educational inequalities since these aspects are critical to child development and social mobility and are poignant for developing nations if they are to re-align their economies competitively at a global level. The paper used an analytic review of existing survey data and literature on contemporary contexts in Sub-Saharan Africa, focusing on establishing understanding on child poverty and its impacts on children’s education and well being. In using data from the World Bank and United Nations agencies, the paper has been able to ascertain poverty indices affecting children; inadequate education investment levels; educational inequalities and how these have negatively impacted childhood education and development. Indications are that child poverty and educational inequalities continue to exist despite rising education investments in some countries. The paper posits strategies that developing nations may apply to improve childhood experiences and harness human capital, despite challenging levels of poverty. 相似文献
3.
苗芳芳 《乐山师范学院学报》2013,(9):122-124
话语权是社会个体所拥有的充分表达自己思想和态度的一种权利,是个体权利的重要组成部分.儿童作为幼小衔接的主体,在幼小衔接的过程中其主体地位与作用不可忽视.文章从权利角度对幼小衔接进行分析,指出尊重儿童话语权是人本教育思想在幼儿教育中的具体体现,对幼小衔接顺利过渡具有重要意义,最后针对幼小衔接过程中儿童话语权存在的问题提出了尊重儿童主体权利、最大化儿童利益以及还原教育本性等措施来保障儿童话语权. 相似文献
4.
The paper considers whether letting children combine work and school is a valid and effective approach in Cambodia. Policy makers’ suggestions that child labour should be allowed to some extent due to household poverty appear ungrounded as no significant relation between children's work and household poverty is found while arranging school timetables flexibly in order to accommodate households’ perceived need for children's labour may increase problems of insufficient teaching hours if schools conduct their timetables unreliably. Considering these issues, the paper suggests the need for a more diversified approach to dealing with the impact of child labour on their school education. 相似文献
5.
Economic Deprivation and Early Childhood Development 总被引：53，自引：0，他引：53
We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences—in particular family structure and maternal schooling—between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems. 相似文献
6.
Mathias Urban 《European Journal of Education》2015,50(3):293-306
In this article, I offer a critical enquiry into the landscape of European and international policy approaches and strategies towards young children, their families and communities in a rapidly changing global context. Early childhood has attracted unprecedented attention among policy makers and international bodies in the last two decades. The apparent consensus about the ‘need to increase participation in early childhood education and care’ has been framed mainly by a ‘human capital’ discourse that promises high returns on investment in early intervention, and social cohesion through increased educational achievement. While members of the early childhood research and practice community have welcomed (or actively contributed to) this argument in order to raise visibility and support, questions arise whether policies and practices grounded in this logic are appropriate and make a difference in the lives of children and families, especially those from marginalised backgrounds. Drawing on experiences from recent European and international research projects, this article argues that early childhood policies that aim at ‘closing the gap’ between children from marginalised and dominant groups in society are grounded in a logic of integration and assimilation into an assumed normality that no longer exists. Instead, marginalisation, hyper-diversity, inequality and fragmentation have become the defining feature of all societies. Against this background, the article explores possibilities and strategies for developing ‘competent systems’ for all children, families and communities that are based on democratic practices, recognition and affirmation. 相似文献
7.
The evidence for association between child maltreatment victimization and later maltreatment perpetration is both scant and mixed. The objective of the present study was to assess the association between childhood maltreatment experiences and later perpetration of maltreatment in young adulthood controlling for proximal young adult functioning, prior youth risk behaviors, and childhood poverty. The study included 6,935 low-income children with (n = 4,470) or without (n = 2,465) maltreatment reports prior to age 18 followed from ages 1.5 through 11 years through early adulthood (ages 18–26). Administrative data from multiple regional and statewide agencies captured reports of maltreatment, family poverty and characteristics, system contact for health, behavioral risks and mental health in adolescence, and concurrent adult functioning (crime, mental health and poverty). After controlling for proximal adult functioning, repeated instances of neglect or mixed type maltreatment remained associated with young adult perpetration. Females and subjects with adolescent history of runaway, violent behaviors or non-violent delinquency also had higher risk. Greater caregiver education remained associated with reduced risk. The study concludes that prevention of recurrent neglect and mixed forms of maltreatment may reduce risk of maltreatment for future generations. Intervening to increase parental education and decrease adolescent risk behaviors may offer additional benefit. 相似文献
8.
Melanie D. Janzen 《Early Years: An International Journal of Research and Development》2008,28(3):287-298
Within early years education research there is a lack of research that focuses on the child and that constructs the child as co‐constructor of knowledge, culture and identity. Although there is much writing on early childhood education with regard to teacher practice, pedagogy and curriculum, these discussions are rarely informed by the perspectives of children. The author conducted a review of the literature of prominent early childhood research journals from 2006. This discussion, informed by examples from the literature review, demonstrates the various ways in which children are constructed within research, with specific discussion on the ‘postmodern’ child within early childhood education research, and implications for postmodern research projects with children. This paper is intended to provoke reflection, conversation and research on the ways in which the child is constructed in education research and literature. 相似文献
9.
Development economists and policy makers have in recent times focused attention on child poverty as a crucial aspect of poverty. The importance of the analysis of child poverty partly lies in the fact that children are the most vulnerable group in every society. This study used two poverty lines and the Foster-Greer-Thorbecke index to analyze extreme and overall child poverty headcount, depth and severity in Nigeria. The study also used the headcount ratio to analyze the extent of child deprivation in education, health, nutrition, child protection, water and sanitation. The study was based on the 2010 Harmonized Nigeria Living Standard Survey (HNLSS) and the 2011 Multiple Indicator Cluster Survey (MICS), obtained from the National Bureau of Statistics (NBS), Abuja, Nigeria. The study revealed that 23.22% of children in Nigeria were in extreme child poverty while 70.31% of children in the country were in overall child poverty. The study further showed that there was pronounced child deprivation in education, health, nutrition, child protection, water and sanitation. Both child poverty and child deprivation were more pronounced in the rural sector than in the urban sector and in Northern Nigeria than in Southern Nigeria. Therefore, the Nigerian government should take adequate steps to eradicate child poverty and obliterate all forms of child deprivation in Nigeria – particularly deprivation in basic needs. In taking such steps, more attention should be focused on rural areas and Northern Nigeria. 相似文献
10.
The degree to which child maltreatment interacts with other household adversities to exacerbate risk for poor adult socioeconomic outcomes is uncertain. Moreover, the effects of residential, school, and caregiver transitions during childhood on adult outcomes are not well understood. This study examined the relation between household adversity and transitions in childhood with adult income problems, education, and unemployment in individuals with or without a childhood maltreatment history. The potential protective role of positive relationship quality in buffering these risk relationships was also tested. Data were from the Lehigh Longitudinal Study (n = 457), where subjects were assessed at preschool, elementary, adolescent, and adult ages. Multiple group path analysis tested the relationships between childhood household adversity; residential, school, and caregiver transitions; and adult socioeconomic outcomes for each group. Caregiver relationship quality was included as a moderator, and gender as a covariate. Household adversity was negatively associated with education level and positively associated with income problems for non-maltreated children only. For both groups, residential transitions was negatively associated with education level and caregiver transitions was positively associated with unemployment problems. Relationship quality was positively associated with education level only for non-maltreated children. For children who did not experience maltreatment, reducing exposure to household adversity is an important goal for prevention. Reducing exposure to child maltreatment for all children remains an important public health priority. Results underscore the need for programs and policies that promote stable relationships and environments. 相似文献
11.
Child poverty is well known as a major risk factor for child maltreatment. However, it is not known whether parental psychological distress and individual-level social capital mediate the association. We examined the mediation effect of these two factors on the association between child poverty and maltreatment. In the Adachi Child Health Impact of Living Difficulty (A-CHILD) Study, a questionnaire was administered to all caregivers of first-grade children in every public elementary school in Adachi City between July and November 2015, and valid responses were used for analysis (N = 3944). Logistic and Poisson regression analyses were employed to examine the association between child poverty and maltreatment. Child poverty was defined in this study as meeting one of these criteria: 1) household income less than 3 million yen; 2) deprivation of specific material items that children or the household requires, or 3) experience of being unable to pay for lifeline utilities. Child maltreatment (physical abuse, neglect, and psychological abuse) was answered by parents. We confirmed a robust association between child poverty and maltreatment. Mediation analysis indicated that parental psychological distress mediated more than 60% of the association between child poverty on physical abuse and psychological abuse, while individual-level social capital mediated only 10% of the association with any type of maltreatment. In addition, structural equation modeling analysis revealed that the association was mediated by both parental psychological distress and social capital simultaneously. The findings suggest that supporting parental psychological distress may be an effective intervention to remedy the negative impact of child poverty on maltreatment. 相似文献
12.
本研究以云南省瑞丽市D傣寨为例,从空间性的视角探讨边疆民族地区农村教育扶贫的有效路径,强调社会文化的再生产应以主体的在场为前提,具有场域性和空间性。教育作为社会文化再生产的主要方式,在不同的社会形态中均具有特定的空间性特点。本研究中首先以传统的奘寺教育为例,阐明传统教育的实践空间具有地域性特点;其次运用数据分析,呈现瑞丽城乡教育资源分布不均的特点,这种不均在结果上表现为农村傣族青壮年多外出从事体力劳动并且最终返乡。教育赋予了个体实现就业流动的能力,这种赋能体现了以人力资本为基础的劳动力市场的运转逻辑和跨时空联结。学校是现代教育的实践空间,成为将社会行动从地方社会脱离出来的脱域机制,并对传统社会文化空间产生冲击。本研究还对目前教育扶贫中的行政举措和市场力量加以分析,由此强调教育扶贫需遵从场域的逻辑,重视农村社区教育的建设;村落社区公共文化空间的重构是有效增强内生动力的非制度化路径,儿童应成为非制度化路径中教育扶贫的重要对象。这是教育精准扶贫的应有之义。 相似文献
13.
C. Morabito E. Carosin 《Early Years: An International Journal of Research and Development》2017,37(4):423-437
Longitudinal studies showing the beneficial impact of early childhood education on later academic achievement have contributed to persuading policy-makers and academia that early childhood is the best time to address inequalities. However, the voice of parents is often absent from these debates. We investigated the perspectives of parents on children’s inequalities of opportunities and on the role of education and early childhood care in equalising life chances. The study specifically explored the views of 26 parents in the sub-Saharan African country of Mauritius through focus group discussions. Findings of the study suggested that parents tend to adhere to the discourse of parental responsibility as a key factor in children’s inequalities. Yet they also showed that parents have potential to criticise and deconstruct this narrative, as they experience structural circumstances, such as poverty or discrimination, shaping their life opportunities and those of their children. 相似文献
14.
Bernadette Christine Macartney 《International Journal of Inclusive Education》2013,17(2):171-183
This paper considers the experiences of a New Zealand family and their ‘disabled’ daughter Clare’s ‘inclusion’ and ‘exclusion’ in her early childhood centre and the implications of these experiences for shifting from a discourse of ‘inclusion’ to ‘belonging’ based on ‘an ethics of care and obligation to others’. I argue that the meanings and understandings of ‘inclusion’ for disabled children in education are variable and that they often default to dominant deficit discourses whilst believing themselves to be ‘inclusive’. I also argue that we must consciously develop a critical awareness of how exclusionary power operates in society and in our own settings. In this paper, I present ideas drawn from a ‘pedagogy of listening’ and Te Whaariki – The New Zealand Early Childhood Curriculum to critically reflect on some of the early childhood education experiences of Clare and her family. I suggest that teachers’ use of critical reflective ‘child’s questions’ can be used as tools for educational transformation towards the full and meaningful participation of disabled children in education. 相似文献
15.
Susan Krieg 《Asia-Pacific Journal of Teacher Education》2010,38(1):57-68
Developing a teacher identity is an ongoing and multifaceted process. In part, the process involves finding a voice amid the clamour of other, often contradictory, voices and complex conditions in which teachers find themselves. Drawing from a larger study of teacher professional identities, this paper explores how two beginning early childhood educators talk about what it means to teach. The paper focuses on how these novice teachers position themselves, and are positioned, by their understandings of the ‘child’. This focus on children is particularly relevant to understanding teacher identities for in educational contexts, teachers and children are inextricably linked – they are part of a relational pair. Using critical discourse analysis as a way of examining interview data, I discuss how a discourse of the ‘normal’ child constructs particular identity positions for children and the adults who work with them. 相似文献
16.
新时代劳动教育课程建设的核心问题在于“为什么建”“建什么”“怎么建”,逻辑旨归在于走向跨界融合。在价值层面,应以人全面发展为价值基础、以具身化发展为价值取向、以立德树人为价值目标;在认识层面,表现为由确定性到关系性的新思维、由五育并举到以劳育人的新视角、由边界课程到跨界课程的新话语;在实践层面,需要建构全息育人的课程目标、组建异质交互的课程主体、整合横纵交叉的课程资源、推进开放交融的课程实施、实行动态生成的档案袋评价。 相似文献
17.
ObjectiveThe purpose of this study was to estimate the prevalence of adverse childhood experiences (ACEs) among children in the United States and to examine the relationship between child and family characteristics and the likelihood of reported exposure to ACEs.MethodsData were drawn from the nationally representative 2016 National Survey of Children’s Health (NSCH). Parent-reported child ACE exposure was measured using counts of those reporting zero ACEs, one to three ACEs, and four or more ACEs.ResultsThe study sample included 45,287 children. The most prevalent types of ACE exposure experienced by children were economic hardship (22.5%) and parent or guardian divorce or separation (21.9%). Older children (34.7%), Non-Hispanic African American children (34.7%), children with special health care needs (SHCN; 36.3%), children living in poverty (37.2%), and children living in rural areas (30.5%) were more likely to be exposed to parental divorce or separation than their counterparts. Five cross-cutting factors emerged as important across outcomes: child’s age, family structure, poverty, type of health insurance, and SHCN status.ConclusionsWe found high prevalence rates of economic hardship on a national level. Our findings of higher prevalence among rural children further suggest the importance of the intersection of place and ACEs. Therefore, the geographic component of ACEs must be considered by policymakers. The identification of predictive factors related to high ACE exposure can inform early interventions at the national level. 相似文献
18.
Kimberly A. Sharkins Sarah E. Leger James M. Ernest 《Early Childhood Education Journal》2017,45(4):493-498
Early childhood poverty is a prevalent social issue, both in the United States and in the wider international community. It has been well established that factors associated with poverty, including familial income and parental education level, can negatively affect children’s language and cognitive development, which can result in academic achievement deficits that compound across the lifespan. Additional environmental factors, specifically maternal and children’s own social–emotional development, have also been shown to impact these sensitive early childhood developmental processes. Although individual components that relate to language and cognitive development in young children have been identified, additional examination of potential associative relationships between these components is warranted. Therefore, this study explored socio-economical, health, and developmental relationships between 122 caregiver–child dyads enrolled in an Early Head Start Program where children were 1–36 months old. Results indicated strong bidirectional correlations between children’s cognitive and language development. Multiple linear regression path analysis indicated that children’s cognition and social–emotional wellbeing have a significant direct effect on their language development. Additionally, language and fine motor development were found to have a significant direct effect and social–emotional wellbeing mediated an indirect effect through language on children’s cognitive development. In light of socioeconomic and sociocultural challenges, the importance of nurturing children’s social–emotional development in relation to language and cognitive development is discussed. 相似文献
19.
20.
Tiffany Mary Jones 《Sex education》2013,13(4):369-387
Sexuality policy is currently changing at global, national and local levels. This move is affecting the sexuality education discourses in education policies around the world. However, the changes are not always translating into a direct re-thinking of approaches, and in some cases result in a push for more conservative policy. This paper provides a discourse exemplar for understanding the broad range of sexuality education discourses currently at work in education policies and policy movements internationally. It is intended for use in sexuality education policy research, conception and practice. The different constructions of ‘the child’ at the core of the various discourses are examined, including the ways in which the different discourses attempt to ‘save’ these children from perceived sexuality problems through education. The article posits that such rhetorical children should not ‘stand in’ for the needs of actual children in sexuality policy, without being explicitly acknowledged as constructs. 相似文献