Blog by Dr Rita Melia, Atlantic Technological University, Ireland
On the eve of world children’s day 20th November 2024, a day which marks the United Nations General Assembly’s adoption of the Declaration of the Rights of the Child in 1959 as well as the Convention on the Rights of the Child (UNCRC) in 1989. A day when as adults we are asked to, Listen to the future, stand up for children’s rights, I am honoured to write this blog. For me as an early years educator working for over thirty years in practice, research and policy in Ireland, I believe that as early years educators our image of the child is where the practice of our early childhood education and care provision (ECEC) begins.
The mage of the child and children can be traced back in the historical literature (Jinks 2005) with Rousseau in Émile being one of the first to recognise the importance of valuing children and childhood, as being rather than becoming. This valuing of childhood as being important, in its own right, and not just as a preparation for adulthood has also been highlighted by James and Prout (1997, 2015) resulting in significant interest in children’s experiences of childhood to the present day. Of course, as adults we have all experienced childhood, and our image of the child is influenced by our own experiences of childhood and the social and cultural contexts of our lived experiences. This is where many of our beliefs and values of children and childhood were cultivated.
However increased knowledge, research and the recognition of children, even the youngest children as human rights holders under the UNCRC (1989) where the best interest of the child should be a primary consideration of all actions concerning them, is for me the underpinning value and principle of my work in ECEC provision. Under Article 28 of the UNCRC children have a right to education regardless of race, gender or disability, even if they are in detention or are refugees. The Sustainable Development Goal (SDG) No 4 Quality Education, including ECEC, aims to ensure inclusive and equitable quality education and recognizes the need to ensure quality education for all, especially the most vulnerable populations. SDG 4 is of critical importance because of its potential transformative effects on the other SDGs where Sustainable development hinges on every child receiving a quality education to reach her / his/ full potential.
While quality ECEC opens a world of opportunities for young children’s holistic development and learning, one must clarify what quality ECEC provision looks like in practice for young children in centre-based early years settings. Quality may be difficult to define and measure, there is however consensus that there are three indicators of quality, namely structure, process and outcome quality (Sylva et al., 2010).
When considering our everyday practice of working with young children, these are the things that guide our practice. Structural quality refers to the quantifiable measurable components, such as, how the ECEC setting is designed and organised in relation to the rules and regulations or accreditation system (European Commission, 2014). Structural quality reflects the physical environment which is in place to meet health and safety requirements such as the adult /child ratio, group size, the space requirements and materials, qualification and vetting of staff.
Structural quality also includes ensuring children’s basic care needs for food, water, rest, and security, are met. As educators we know that a child cannot play or learn if he/she is hungry, tired, or does not feel safe, so these basic care needs are essential for children to reach a stage of self-actualisation (Maslow, 1959). All of these elements are easily measured, they are present or not.
Process quality refers to the more qualitative elements of provision, process quality is difficult to measure. When we think about process quality we consider the quality of the interactions, relationships and the pedagogical approach. In my PhD research, I explored how the preschool educator’s image of the child influenced her / his pedagogical approach and how in turn the educators’ pedagogical approach impacted young children’s levels of well-being and involvement in their play and learning.
The findings confirm that, if as educators, we have an image of the child as competent and confident, we will provide learning environments for children which are autonomy supportive, where children have a voice and choice, learning together with educators in a nurturing caring environment, and where their three basic psychological needs for autonomy, competence and relatedness are met (Ryan and Deci, 2000). If, however, the educator sees the child as a `tabula rasa`, an empty vessel waiting to be filled, then the approach to teaching and learning will be based on a traditional approach to education, where the educator transmits the learning to the child and is in a position of power, the privileged voice holder and keeper of the knowledge.
When considering quality ECEC one must reflect on the pedagogical approach and the quality of the educator’s child, relationships and interactions. The third element of quality ECEC provision is well-being. Laevers (2012) suggests if we want to know what it feels like to be a child in an ECEC setting we need to measure their levels of wellbeing and involvement. In my study, I can confirm that when the structural elements of quality and the process elements of quality where the learning environment is autonomy supportive, children will have high levels of well-being and will engage deeply in their play and learning, where their 21st-century skills for curiosity, creativity, communication, critical thinking will be supported through quality ECEC experiences.
To conclude, providing early years services is not enough, children have a right to quality ECEC experiences to support their holistic development, play and learning.
References
- Ryan, R.M. & Deci, E.L. (2000) ‘Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.’ American Psychologist 55(1), pp. 68-78.
- European Commission (2014) Key Principals of a quality framework; Proposal for key principles of a Quality Framework for Early Childhood Education and Care, Report of the Working Group on Early Childhood Education and Care. Brussels: European Commission.
- James, A. & Prout, A. (1997) ‘Re-presenting childhood: Time and transition in the study of childhood’, in James, A. and Prout, A. (eds.), Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. London: Routledge Falmer, 230-250.
- James, A. & Prout, A. (2015) Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood, Abingdon UK: Routledge.
- Laevers, F. (2012) ‘Pointing the compass to wellbeing-why and with what kind of result?’ Every Child 18(3) 26-27.
- Maslow, A. H. (1954) Motivation and Personality, New York: Harper.
- Melia, R. & Forcan, C (2020) ‘My Self-Image and Your Interactions: The Influence of the Preschool Educator’s Image of the Child as a Learner on Children’s Wellbeing and Involvement’. University of Galway [Online], Available at ‘My self-image and your interactions’: The influence of the preschool educator’s image of the child as a learner on children’s wellbeing and involvement Accessed on 19th November 2024.
Further info: email Rita Melia.
