Broadening the Rights of Children in the Anthropocene

Jevtić, Adrijana Višnjić; Sadownik, Alicja R.; Engdahl, Ingrid

doi:10.1007/978-3-030-68241-5_17

Cited by 5 publications

(1 citation statement)

References 40 publications

(45 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In its five dimensions, in addition to the fundamental rights that form the backbone of the concept, each new dimension includes rights and responsibilities for the wider context (from collective rights that include meets the needs of today’s society without compromising the needs of future generations, to intergenerational rights and bio / ecocentric/ rights). This concept supports the idea of the child advocating for sustainable development as part of personal and collective rights (Višnjić-Jevtić et al, 2021 ).…”

Section: Introductionsupporting

confidence: 74%

Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia

Jevtić

Vodopivec

Beleslin

et al. 2022

IJEC

Self Cite

View full text Add to dashboard Cite

Education for sustainable development is one of the key components of the 2030 Agenda. Previous research emphasizes the importance of access to education as early as possible in accordance with the goals and contents of sustainable development. It is assumed that educational policies have incorporated education for sustainable development (ESD) into key documents regulating the early childhood education (ECE), although the existence of legislation is not a guarantee that the practice follows the educational policy. Preschool teachers are key persons who can integrate content that promotes and encourages acceptance of the concept of sustainability into the ECE setting. In order to determine ECE teachers’ understanding of the concept of sustainability and contents that promote a sustainable lifestyle, an empirical study with a qualitative approach was conducted, where 91 ECE teachers from Bosnia and Herzegovina, Croatia and Slovenia participated. The participants presented their views on the socio-cultural, economic and environmental dimensions of sustainability, as well as gave many practical examples that, in their view, promote a sustainable lifestyle. They evaluated the efficacy of the researched segments of sustainability as well. Deductive content analysis was used for the analysis of the ECE teachers’ answers. In order to get a real image of sustainability in ECE practices, responses were coded using the SOLO Taxonomy and the OMEP ESD Rating Scale. The empirical study showed that ECE teachers often understand sustainability differently from that described in educational policy documents but also pointed to creative approaches to implementation.

show abstract

Section: Introductionsupporting

confidence: 74%

Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia

Jevtić

Vodopivec

Beleslin

et al. 2022

IJEC

Self Cite

View full text Add to dashboard Cite

show abstract

Together, We Can Do More for Our Children

Višnjić Jevtić

2023

International Perspectives on Early Childhood Education and Development

View full text Add to dashboard Cite

This chapter introduces Coleman and Putnam’s social capital theory and discusses its potential for inspiring reflection on the social practice of ECEC’s collaboration with children’s families. Specifically, the theory promotes reflection on the relationships that develop through a new community of parents and professionals coming together, as well as the new interconnectedness among the parents, which extends the social capital of a particular family and becomes a profitable investment in the child’s future. Understanding the concept of social capital allows for the identification of which forms are being blocked, as well as the bridging and bonding that are not occurring. The empirical case presented in this chapter highlights the role of ECEC’s recognition of a family’s culture as a bridge to the parental community. The chapter concludes with a discussion of ECEC’s role in strengthening the family’s network in times where intense migration, mobility, and other factors may impede its growth.

show abstract

Collaboration Theory: ECEC Leading Families to Lead Their Own Partnerships with ECEC

Višnjić Jevtić

2023

International Perspectives on Early Childhood Education and Development

View full text Add to dashboard Cite

This chapter gathers collaboration theories together into a discussion of how a partnership between ECEC and families is possible. It starts with a description of such a partnership, followed by the presentation of the collaboration theory. The emerging question of what constitutes a leader and a follower in the partnership between ECEC and families is answered with the help of the concept of pedagogical leadership and an empirical example of ECEC’s work with migrant and refugee children in the United States. The chapter concludes with an outline of ECEC’s responsibility for guiding parents to become leaders of the ECEC-home collaboration.

show abstract

Broadening the Rights of Children in the Anthropocene

Cited by 5 publications

References 40 publications

Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia

Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia

Together, We Can Do More for Our Children

Collaboration Theory: ECEC Leading Families to Lead Their Own Partnerships with ECEC

Contact Info

Product

Resources

About