I am very excited to be furthering my studies in Human Rights Education this fall at Southern Illinois University. In the next month I will be designing and refining my research questions for my master's thesis. In the mean time, I am waiting for feedback on this introductory research paper. In short, I just feel compelled to share.
Human
Rights Education in Early Childhood
HRE in ECE: A Beginning Look
The primary goals of this paper are
to communicate an understanding of contemporary issues in human rights,
particularly as they apply to children and the rights of children, and the
development of Human Rights Education (HRE) practices that are most appropriate
for early childhood settings. An
exploration of historical and current views and definitions of human rights and
HRE will be followed by a discussion of the ethical responsibilities associated
with the inclusion of HRE in the pedagogies of early childhood, particularly as
they apply to policies set forth by the National Association for the Education
of Young Children (NAEYC).
The complexity of human rights issues can make
it difficult for educators to incorporate important concepts and practices that
support human rights into their teaching.
Some might assume that issues of human rights and even children’s rights
are not within the reach of children’s understanding. Questions of the
appropriateness of such hefty subject matter may concern some educators. Human
rights might be seen as a topic that is far away from the current needs and
concerns of the children for whom we care. Other resistance may come from a
general lack of understanding of the subject of human rights. In order to practice HRE, it can be assumed
that one must have a clear understanding of what human rights are. The next section
of this paper will provide an introduction to human rights and the documents
that give explicit definition to the term.
What are human rights?
Webster’s
dictionary defines right as “something to which one has a just claim.” Considering
this definition, human rights are the things to which all humans have just claims. Between individuals, societies or
governments, what constitutes a specific human right may be debatable. Governments have en masse been largely
unsuccessful at promoting ideals of human rights that are inclusive of all
humanity. Left to define human rights as individuals, such a task may seem
daunting for anyone. It is with the
collective mind that individuals have come together throughout history to
create frameworks and charters for human rights that are useful to us today.
The
first charter for human rights may have dated back to an area of the world now
known as Iran in 539 B.C. The charter was decreed by Cyrus the Great and was
recorded on a baked clay cylinder referred to now as the Cyrus Cylinder. The Cyrus Cylinder decrees equality among all
people regardless of race or language. Freedom
to choose religion is explicitly stated, and enslaved peoples were granted
freedom. The Cyrus Cylinder is the first known
document to ensure such rights for all humans, and has served as a guidepost
and source of inspiration for the creations of many documents since (United for
Human Rights, N.d.).
Currently,
two major documents tend to guide discussion of human rights. The first is the
Universal Declaration of Human Rights, known as the UDHR, which was adopted by
the United Nations in 1948. The UDHR
defines a common standard of rights for all humanity. Article One of the UDHR
declares, “All human beings are born free and equal in dignity and rights. They
are endowed with reason and conscience and should act towards one another in a
spirit of brotherhood.” The UDHR
continues to define human rights throughout the course of the 30 articles,
ending with a statement clearly denying the right to “engage in any activity or
to perform any act aimed at the destruction of any of the rights and freedoms
set forth herein.” Articles two through
twenty-nine address human rights including non-discrimination, right to life,
security, freedom from enslavement, participation, education, and many more. Specifically
related to the concerns of Early Childhood professionals are the articles
noting motherhood and childhood as being times that are “entitled to special
care and protection,” and defining “family as the ‘natural and fundamental
group unit of society.’” The UDHR cites
access to education as a fundamental human right, and declares the purpose of
education to “be directed to the full development of the human personality and
to the strengthening of respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship (United Nations, 1948).”
The
second document especially relevant to professionals in Early Childhood
Education is the Convention on the Rights of the Child. The Convention on the Rights of the Child (CRC)
was adopted by the United Nations on November 20, 1989. The document became
legally binding in September of 1990 when it was ratified by 200 states within
the United Nations (Human Rights Education Associates, 2010). The CRC serves as the first legally binding
international instrument protecting the rights of children. While the CRC outlines 50 specific articles
of protection for children, the entire document is built around four core
principles: non discrimination, devotion
to the best interests of the child, the right to life, survival, and
development, and respect for the views of the child (U.N General Assembly,
1989). These rights are declared to belong to all children, everywhere.
As
mentioned above, the CRC contains 50 articles of protection of children’s
rights. In the book For Every Child, published by the United Nations Children’s Fund
(UNICEF), ten of the major rights outlined in the CRC are presented in a child-friendly
narrative. These ten rights include the
right to non-discrimination, regardless of minority or indigenous status.
Decisions made regarding children’s welfare should always be done in the best
interests of the child. Children have a right to survival and development. All children have the right to a name and a nationality,
and should not be unduly separated from their parents and families. Children
shall be granted the right to freedom of expression. Children shall be
protected from abuse and neglect, maintain access to good health and health
services, and have the right to an education that builds character and personal
strength. Children have a right to relax and play, and to engage in cultural
activities of their heritage. And finally, children shall be protected from
participation in armed conflicts. (U.N General Assembly, 1989) (UNICEF, 2000)
It
is with a beginning understanding of these basic human rights, that educators
can begin to explore concepts in HRE. As
it was assumed previously that there must be a clear understanding of what
human rights are if HRE is to be integrated into the pedagogies of early
childhood, it shall also be assumed that one must develop a clear understanding
of what is meant by the term Human Rights Education if it is to be successfully
incorporated into one’s practice.
What
is Human Rights Education?
In his article, Human Rights Education and Public Policy in
the United States: Mapping the Road Ahead, Adam Stone (2002) defines HRE
as, “all learning that develops the knowledge, skills, and values of human
rights.” Stone calls for the need for HRE practices to be transformative for
the student. The experience of HRE must inherently change the individual. Stone also states that effective HRE
practices enable students to connect their personal experiences learning about
human rights to life outside of the classroom.
If HRE is to empower the student in bringing positive change to the
world, it must be meaningful to the student (Stone, 2002).
Stone’s (2010) sentiments echo
that of the United Nations in its declaration of the United Nations Decade for
Human Rights Education (UNDHRE). Between
1995-2004, the United Nations set forth goals toward the implementation of HRE
practices on a global scale, thus defining HRE as:
Efforts aimed at the building of a
universal culture of human rights through the sharing of knowledge, imparting
of skills and molding of attitudes directed to: a) the strengthening of respect
for human rights and fundamental freedoms; b) the full development of the human
personality and the sense of its dignity; c) the promotion of understanding,
tolerance, gender equality, and friendship among all nations, indigenous
peoples and racial, ethnic, religious and linguistic groups; d) the enabling of
all persons to participate effectively in a free and democratic society
governed by the rule of law; e) the building and maintenance of peace; and f)
the promotion of people centered sustainable development and social justice.
(United Nations, 1996)
HRE currently exists in many
forms and practices. A search for
literature regarding HRE in early childhood offers a wide perspective into
current HRE-ECE practices. Internationally, research has been conducted on the
protection of children’s rights in early childhood programs. For example, a
research article appearing in the academic journal Early Years, investigates how early childhood professionals in
Norway understand the concept of children’s right to participation. The author,
Berit Bae, discusses the Norwegian Kindergarten Act of 2006, which legally
mandates children’s right to participation in the school setting. Section three of the law states, “Children in
kindergartens will have a right to express their views on the day to day
activities of the kindergarten,” and, “Children will regularly be given
opportunities to take an active part in planning and assessing the activities
of the kindergarten.” The final statement of section three declares, “The
children’s views will be given due weight according to their age and
maturity.” Bae’s article explores the
similarities and differences between teacher’s interpretations of this law,
particularly as they relate to interpretations of age and maturity. (Bae, 2010)
While there are other examples
of scholarly research concerning the implementation o f HRE practices in Early
Childhood, research from the United States remains more difficult to find. Internet searches yield many ideas for the
incorporation of HRE into classroom life.
A simple search on the database Google using the key words, “Human Rights
Education Early Childhood,” yields a response of about 33,400,000 results. In
the first few pages of results, the responses seem as if they would be useful
to an individual seeking more information on the subject. Non-Governmental Organizations such as
Amnesty International, the Human Rights Resource Center, Human Rights Education
Associates (HREA) , UNICEF, UNESCO, and many others have long been
disseminating information and developing HRE programs . (Stockmann, 2010) There seems to be ample material available to
a teacher (or individual) that is actively seeking a deeper understanding of
Human Rights or is looking for lesson plan ideas to use in his or her classroom,
particularly at higher grade levels. It
is unclear at this time how much information is available regarding the success
and/or developmental appropriateness of these approaches to HRE in Early
Childhood settings.
Perhaps the biggest roadblock to
implementing HRE more effectively in the United States is a lack of awareness
of Human Rights and HRE. While resources
may be readily available, how many people are seeking them out? In
2010, Sarah Ann Stockmann (2010) completed a small survey for her honor’s
thesis regarding the practice of HRE among teachers at a summer conference in
Connecticut. The findings of her study
showed 47% of surveyed teachers had never even heard of HRE prior to taking the
survey. In her thesis, Stockmann cites a study by David Suarez in which he
observes that, “In the United States, HRE is not even a low priority in the
country.” (Stockmann, 2010) In order for
HRE to be effective, not only do effective practices have to be recognized and
developed, an increase of awareness among educators must happen.
There are several ways in which
knowledge of HRE can increase. The next
section of this paper will focus on spreading awareness of HRE in ECE through
an examination of the National Association of Young Children’s (NAEYC) Statement
of Commitment and Code of Ethical Conduct, followed by a discussion of the need
for a closer look at what constitutes developmentally appropriate practice in
HRE. The rationale for this is based
upon the principle that NAEYC as an entity already supports the ideologies of
HRE. With greater awareness and advocacy, perhaps NAEYC and other advocates for
Early Childhood Education can help to make HRE practice more intentional and
widespread.
|
Does NAEYC have an ethical responsibility
to advocate for the inclusion of HRE in Early Childhood Educational Programs?
In
2005, NAEYC issued a revised Code of Ethical Conduct. Within the code of ethics is listed the
organization’s core values.
Standards of ethical behavior in
early childhood care and education are based on commitment to the following core
values that are deeply rooted in the history of the field of early childhood
care and education. We have made a commitment to: Appreciate childhood as a
unique and valuable stage of the human life cycle; Base our work on knowledge
of how children develop and learn; Appreciate and support the bond
between the child and family; Recognize that children are best understood and supported
in the context of family, culture, community, and society; Respect the
dignity, worth, and uniqueness of each individual (child, family member, and
colleague); Respect diversity in
children, families, and colleagues; Recognize
that children and adults achieve their full potential in the context of
relationships that are based on trust and respect. (NAEYC, 2005)
Each
of these core values supports the overarching principles of HRE. The NAEYC Code of Ethical Conduct is a well
developed document reaching a total of nine pages. The Code is divided into four
sections, with each section further divided into sets of ideals and
principles. Each of these ideals is
written in a language that reflects the hopes and intentions of early childhood
practitioners, while the principles are to be used as guideposts for the
resolution of ethical dilemmas. While a
full discussion of each section, ideal and principle as it relates to HRE would
be too extensive for the scope of this paper, there are some that speak
directly to the practice of HRE.
In section one, Ethical
Responsibilities to Children, NAEYC directs us to the following ideals, which
seem quite appropriate and connected to Human Rights and HRE:
I-1.4—To
appreciate the vulnerability of children and their dependence on adults.
I-1.8—To support the right of each
child to play and learn in an inclusive environment that meets the needs of
children with and without disabilities.
I-1.9—To advocate for and ensure that
all children, including those with special needs, have access to the support
services needed to be successful.
I-1.10—To ensure that each child’s
culture, language, ethnicity, and family structure are recognized and valued in
the program.
Principles 1.1
and 1.2 of section one also echo sentiments of HRE practice:
P-1.1—Above all, we shall not harm
children. We shall not participate in practices that are emotionally damaging,
physically harmful, disrespectful, degrading, dangerous, exploitative, or
intimidating to children. This principle has precedence over all others in this
Code.
P-1.2—We shall care for and educate
children in positive emotional and social environments that are cognitively
stimulating and that support each child’s culture, language, ethnicity, and
family structure.
Section two of
the Code of Ethical Conduct speaks to the ideals and principles associated with
NAEYC’s commitment to working within the best interests of families. Section
three speaks to the ethical responsibilities associated with promoting a caring
and cooperative workplace and the connected commitments towards colleagues. Section four of the code describes the
responsibilities, ideals, and principles that should be carried out in expressing
our commitment to the larger community and society. Ideals 4.3 and 4.6 speak
directly to the need for a strong tie between HRE and ECE:
I-4.3—To work through education,
research, and advocacy toward an environmentally safe world in which all
children receive health care, food, and shelter; are nurtured; and live free
from violence in their home and their communities.
I-4.6—To promote knowledge and
understanding of young children and their needs. To work toward greater
societal acknowledgment of children’s rights and greater social acceptance of
responsibility for the well-being of all children.
What does developmentally appropriate
practice for HRE in ECE look like?
While activities, lesson plans,
and teaching ideas have been developed for all ages, it would be useful for the
Early Childhood Educator to have a strong theoretical foundation in the
premises of developmentally appropriate practice (DAP) in HRE for the young
child. In the NAEYC guide to DAP, 12 “principles of child development and
learning that informs practice”, and 5 “guidelines for developmentally
appropriate practice” are offered to
inform and evaluate HRE practices and methods for Early Childhood Education
Practitioners. These principles and guidelines are followed by specific
guidance for age and developmental categories. (Bredekamp, Copple, 2009) Further research and exploration into making
clear connections between DAP and HRE would be invaluable to the ECE HRE
practitioner. Again, considering the
length of this paper, it is not possible to flesh out individual connections
between NAEYC’s position statement concerning DAP principles and guidelines,
but it would seem to be a worthwhile effort.
Early
Childhood Education, and NAEYC in particular, has a long tradition of
supporting educational practices that are parts of HRE already. Placing an emphasis on social and emotional
development and has been a high priority of ECE in connection with its value of
using a holistic developmental approach for young children (Bredekamp, Copple,
2009). ECE professionals have also long
promoted character education, values education,
peace education, multi-cultural education, social justice education, Anti-Bias Education, and nature education and many other educational
practices and platforms along the way. Each
of these “education” concepts is connected in some way to HRE, yet, HRE seems
to stands in its own place as well. (Stone, 2010) Intentionally bridging the connection between
these, HRE and other practices will only enhance professional efforts at making
the world a better place, starting with our youngest humans.
Conclusion
Effective
Human Rights Education is dependent on a strong, personal foundation in human
rights theory and knowledge of human rights education practices. Current awareness of human rights, human
rights policies and HRE is a barrier to the implementation and evaluation of
HRE practices for Early Childhood professionals in the U.S. Research into the development of HRE
curriculum for young children needs to be conducted and analyzed. With support
from influential organizations like NAEYC, research and awareness can become
more widespread among professionals in the field, thus paving the way for comprehensive,
integrated HRE implementation into Early Childhood programs nationwide.
Appendix: The ABC’s of HRE (a work in progress)
While there are many resources available to
assist teachers and individuals interested in integrating HRE into their
practices, additional resources that appeal to a diverse audience will always
be needed. While the following list is
not exhaustive, and certainly not complete, it does serve as a means for
beginning to flesh out the most important concepts in HRE for ECE. The goal of creating the list is to identify
the most basic HRE ideas, in a language that is accessible to the youngest
child, school age children, and the adults who care for them.
A) Awareness: All people matter.
B) Beliefs: We all believe different things
to be true.
C) Change: Some things need to change, and
change is possible.
D) Difference:
Some things about people are just different, and don’t need to change.
E)
Empowerment: I am the one who can
make things better for myself and others.
F)
Friendship: It keeps us all connected.
G) Greed: It causes a lot of problems.
H) Heroes: Heroes like Eglantyne Jebb[1], and
like you, work to make things better!
I) Information:
It is important to base our actions on true information.
J) Justice: Justice means fairness.
K) Kindness:
Henry James[2]
said, “There are three important things in the world. The first is to be
kind. The second is to be kind. And, the third is to be kind.”
L) Love: Everyone deserves love.
L) Love: Everyone deserves love.
M) Money:
Money can sometimes help people.
N) Nature: Everyone deserves a chance to
learn about the world in which we live.
O) Opportunities are everywhere!
P) Participation: Get involved! Everyone has a
say in what happens to them.
Q) Question: What does that mean?
R) Run and play! It is the right of every
child.
S) Social justice: Let’s make the world fair
for everyone.
T) Talk about it! Tell your friends about
Human Rights.
U) Universal: Universal means everyone in the
whole wide universe!
V)
Volunteer: That means to help others, just because you can!
W) Write about it! Writing letters to the
right people can solve a lot of problems.
X) eXamine: This means to take a real close
look.
Y) Yourself: Human Rights start with you!
Z) ZZZ’s….HRE
is hard work, don’t forget about your zzz’s!
Bibliography
Bae, Berit. (2010) Realizing children’s right to
participation in early childhood settings:
some critical issues in a Norwegian context. Early
Years, 30, 3. 205-218
Copple, C., & Bredekamp, S. (Eds.).
(2009). Developmentally appropriate practices in early
childhood programs: serving children
from birth through age 8 (3rd ed.).
Washington
D.C.: National Association for the
Education of Young Children.
Derman-Sparks, L., & Olsen Edwards, J.
(2010). Anti-bias education for young children and
ourselves. Washington, DC: National Association for the Education
of Young Children.
Hendrick, J., & Weissman, P. (2011). Total
learning: developmental curriculum for the young
child. Boston: Pearson.
Human Rights Education Associates (HREA). (2010).
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conduct
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S. A. (2010). Teacher's views of human rights education (Honors
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A. E. (2002). Human rights education and public policy in the
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