Academic literature on the topic 'Children's participatory rights'
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Journal articles on the topic "Children's participatory rights"
Gillett-Swan, Jenna K., and Jonathon Sargeant. "Voice Inclusive Practice, Digital Literacy and Children's Participatory Rights." Children & Society 32, no. 1 (June 7, 2017): 38–49. http://dx.doi.org/10.1111/chso.12230.
Full textHEIMER, MARIA, and JOAKIM PALME. "Rethinking Child Policy Post-UN Convention on the Rights of the Child: Vulnerable Children's Welfare in Sweden." Journal of Social Policy 45, no. 3 (December 28, 2015): 435–52. http://dx.doi.org/10.1017/s0047279415000744.
Full textChawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, Olga Maniakowska, Mateusz Marecki, Milena Palczyńska, Eryk Pszczołowski, and Dorota Sikora. "Children's Voices in the Polish Canon Wars: Participatory Research in Action." International Research in Children's Literature 11, no. 2 (December 2018): 111–31. http://dx.doi.org/10.3366/ircl.2018.0269.
Full textHart, Jason. "Children's Participation and International Development: Attending to the Political." International Journal of Children's Rights 16, no. 3 (2008): 407–18. http://dx.doi.org/10.1163/157181808x311231.
Full textHart, Caroline Sarojini, and Nicolás Brando. "A capability approach to children's well-being, agency and participatory rights in education." European Journal of Education 53, no. 3 (August 6, 2018): 293–309. http://dx.doi.org/10.1111/ejed.12284.
Full textCossar, J. "Promoting Children's Rights in Social Work and Social Care: A Guide to Participatory Practice." British Journal of Social Work 42, no. 5 (July 1, 2012): 999–1001. http://dx.doi.org/10.1093/bjsw/bcs105.
Full textZulin Nurchayati, Zulin Nurchayati. "PEMBENTUKAN DESA LAYAK ANAK DESA BOLO KECAMATAN KARE KABUPATEN MADIUN." JURNAL DAYA-MAS 7, no. 2 (December 14, 2022): 101–10. http://dx.doi.org/10.33319/dymas.v7i2.99.
Full textMcFarland, Laura, and Lysa Dealtry. "Hearing in the Early Childhood Setting: Children's Perspectives." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 105–13. http://dx.doi.org/10.23965/ajec.42.2.13.
Full textCanning, Natalie, Eleonora Teszenyi, and Sandor Pálfi. "Are you listening to me? Understanding children's rights through Hungarian pedagogic practice." Journal of Childhood, Education & Society 3, no. 3 (November 19, 2022): 218–32. http://dx.doi.org/10.37291/2717638x.202233193.
Full textŽlof, Goran, and Marijan Madunić. "Analysis of Knowledge of Children’s Rights among Teachers of Croatian and Bosnia and Herzegovina Secondary Schools and Their Attitudes on the Respect and Application of Students’ Participation Rights in Education." Društvene i humanističke studije (Online) 7, no. 3(20) (October 30, 2022): 251–72. http://dx.doi.org/10.51558/2490-3647.2022.7.3.251.
Full textDissertations / Theses on the topic "Children's participatory rights"
Munro, Emily R. "Balancing looked after children's protective, provisional and participatory rights in research, policy and practice." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17976.
Full textTewolde, Gebretedek Biruk. "An assessment of participatory monitoring and evaluation in NGOs: a case study of SOS Children’s Village, Cape Town, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6570.
Full textThis study is an assessment of participatory monitoring and evaluation in NGOs: a case study of SOS Children’s Village,Cape town, South Africa. The aim of the study is to examine the process of application of PM&E framework in the SOS Children’s Village Project, with a view to ascertaining its impact on the project and to provide suggestions and recommendations to SOS and NGOs in South Africa. There were four primary objectives of this study:to provide a theoretical and conceptual framework, through the discussion and/or analysis of applicable PM&E theories and concepts; to provide an overview of organizational structure of the project implementation team of SOS; to identify the different stakeholders involved in the monitoring and evaluation process; to empirically assess the process of PM&E in the SOS Project. The theoretical and conceptual framework of participatory development approach and the child rights based approach is used in this study. Both quantitative and qualitative methods of research are used throughout the study and measurement of key variables are made. While the systematic random sampling technique is utilised to collect data for the quantitative research, purposive sampling was used to select respondents for semi-structured interviews in the qualitative research. The study identified that the monitoring and evaluation process in SOS Children’s Village, Cape Town, South Africa is participatory in which the relevant stakeholders, especially the beneficiaries i.e. children participate in the monitoring and evaluation process. However, the study recommended that there should be an updated training and seminar for the staff to empower them to enhance their understanding of participatory monitoring and evaluation
Konstantoni, Kristina. "Young children's perceptions and constructions of social identities and social implications : promoting social justice in early childhood." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5572.
Full textGebretedek, Biruk Tewolde. "An assessment of participatory monitoring and evaluation in NGOs: a case study of SOS children’s village, Cape Town, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6614.
Full textThis study is an assessment of participatory monitoring and evaluation in NGOs: a case study of SOS Children’s Village,Cape town, South Africa. The aim of the study is to examine the process of application of PM&E framework in the SOS Children’s Village Project, with a view to ascertaining its impact on the project and to provide suggestions and recommendations to SOS and NGOs in South Africa. There were four primary objectives of this study:to provide a theoretical and conceptual framework, through the discussion and/or analysis of applicable PM&E theories and concepts; to provide an overview of organizational structure of the project implementation team of SOS; to identify the different stakeholders involved in the monitoring and evaluation process; to empirically assess the process of PM&E in the SOS Project. The theoretical and conceptual framework of participatory development approach and the child rights based approach is used in this study. Both quantitative and qualitative methods of research are used throughout the study and measurement of key variables are made. While the systematic random sampling technique is utilised to collect data for the quantitative research, purposive sampling was used to select respondents for semi-structured interviews in the qualitative research. The study identified that the monitoring and evaluation process in SOS Children’s Village, Cape Town, South Africa is participatory in which the relevant stakeholders, especially the beneficiaries i.e. children participate in the monitoring and evaluation process. However, the study recommended that there should be an updated training and seminar for the staff to empower them to enhance their understanding of participatory monitoring and evaluation.
Syrengelas, Emmanouil. "Seeking for obstacles to achieve feasible interventions within NGOs with the use of Participatory Design : A study in “Network for children’s rights” Greek NGO." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-73264.
Full textMahr-Slotawa, Johanna [Verfasser]. "The Children’s Right to Participate in the Comprehensive School Health Programme in Kenya – How can this right become a reality? A participatory research project with children in three primary schools in Kiambu County in Kenya / Johanna Mahr-Slotawa." Bielefeld : Universitätsbibliothek Bielefeld, 2020. http://d-nb.info/1220028290/34.
Full textRuscoe, Amelia. "Power, perspective and affordance in early childhood education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2490.
Full textAraújo, Suely Cabral Quixabeira. "CONSELHO TUTELAR: CONSTRUÇÃO DE UMA INSTITUCIONALIDADE PARTICIPATIVA NA ATENÇÃO AOS DIREITOS DA CRIANÇA E DO ADOLESCENTE A EXPERIÊNCIA DE PALMAS-TO (GESTÃO 2007 A 2009)." Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/2183.
Full textObjective with this thesis identify the degree of social and political legitimacy and institutionalization of participatory Protection Councils (TCs) in the city of Palmas-TO (managed 2007-2009), by analyzing the effectiveness of their actions with the children and adolescents victims of violence. This study chose as the unit of analysis for the CTs to view them as legitimate instances of zeal for the rights of children and adolescents, imposed by the 1988 Federal Constitution and regulated by the Children and Adolescents Statute (1990). The TCs have, in the precepts of ACS (Art 136), legal and legitimate powers to protect the rights of children and adolescents at risk and / or violated. This investigative study adopted the ethical-political horizon as the effective guarantee of citizenship rights of children and teenagers victim of violence. Prioritized the analysis of the struggles and achievements relating to the treatment of children and adolescents in this city, emphasizing the passage of the doctrine of irregular Minors Code for the doctrine of integral protection, within the framework of the Constitution of 1988 and the ACS. The structural phenomenon of violence against children and adolescents is understood as a manifestation of the social issue that has the family as the predominant locus. In the process of understanding the complexity of this phenomenon, we prioritized, based on indices of violence, the analysis of the challenges encountered by TCs, to break the cycle of violence. Finally, we analyzed the mediation, contradictions and strategies developed by the joint board, together with other agencies that make up the Guarantees System of the Rights of the Child and Adolescent (GSDCA) in view of the effectiveness of care through shared action and decentralized. The survey revealed that despite the record of some progress in recent years, the TCs have weaknesses with regard to the exercise of its powers and duties. These weaknesses have proved to be resulting mainly from poor conditions of infrastructure, the inefficiency of public policies in meeting the families and the dislocation with government institutions and nongovernmental organizations to control and defend the rights of the juvenile population. Moreover, the local society reveals ignorance of the real tasks of TCs as instances of protection and care of the rights and as spaces for democratic participation. From the standpoint of method, there is to be held in dialectical and in objective conditions, the traffic verification of the social problem for the analysis of the mediations and contradictions that drive it to the counselors, coated with lawful authority, are capable, articulate with society in general and with the organs that make up the GSDCA, to give materiality to a new political culture and an institutional participatory in the county, under the aegis of the law.
Objetiva-se com esta dissertação identificar o grau de legitimidade social e política e de institucionalidade participativa dos Conselhos Tutelares (CTs) do município de Palmas-TO (gestão 2007 a 2009), por meio da análise da efetividade de suas ações junto às crianças e aos adolescentes vítimas de violência. O presente estudo elegeu como unidade de análise os CTs por entendê-los como legítimas instâncias de zelo dos direitos da criança e do adolescente, instituídas pela Constituição Federal de 1988 e regulamentadas pelo Estatuto da Criança e do Adolescente (1990). Os CTs têm, nos preceitos do ECA (Art. 136), atribuições legais e legítimas para zelar pelos direitos da criança e do adolescente ameaçados e/ou violados. Este estudo investigativo adotou como horizonte ético-político a efetiva garantia dos direitos de cidadania da população infanto-juvenil vítima de violência. Priorizou-se a análise das lutas e conquistas relativas ao tratamento dispensado à criança e ao adolescente nesse município, enfatizando a passagem da doutrina da situação irregular dos Códigos de Menores para a doutrina de proteção integral, nos marcos da Constituição Federal de 1988 e do ECA. O fenômeno estrutural da violência praticada contra a criança e o adolescente, seja pelo Estado, sociedade e/ou pela família, é entendido como manifestação da questão social que tem a família como lócus predominante. No processo de apreensão da complexidade desse fenômeno, priorizou-se, com base nos índices de violência praticada, a análise dos desafios encontrados pelos CTs, para romper com o ciclo dessa violação de direitos. Por fim, analisou-se as mediações, contradições e estratégias de articulação desenvolvidas pelos conselheiros, junto aos demais órgãos que compõem o Sistema de Garantias dos Direitos da Criança e do Adolescente (SGDCA), tendo em vista a efetividade do atendimento mediante ações compartilhadas e descentralizadas. A pesquisa revelou que, apesar do registro de alguns avanços nos últimos anos, os CTs apresentam fragilidades no que se refere ao exercício de suas competências e atribuições. Essas fragilidades revelaram-se resultantes, sobretudo, das precárias condições de infraestrutura, da ineficiência das políticas públicas no atendimento às famílias e da desarticulação com as instituições governamentais e não-governamentais no controle e defesa dos direitos da população infanto-juvenil. Ademais, a sociedade palmense revela desconhecimento das reais atribuições dos CTs como instâncias de proteção e zelo dos direitos e como espaços de participação democrática. Do ponto de vista do método, há que se realizar dialeticamente e em condições objetivas, o trânsito da evidencia dessa problemática social para a análise das mediações e contradições que a determinam para que os conselheiros, revestidos de autoridade legal, sejam capazes, ao se articularem com a sociedade em geral e com os órgãos que compõem o SGDCA, de dar materialidade a uma nova cultura política e a uma institucionalidade participativa no município, sob a égide do direito.
De, Bruin David Wegeling. "Child participation and representation in legal matters." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/27414.
Full textThesis (LLD)--University of Pretoria, 2010.
Private Law
unrestricted
Lima, Thaísa de Oliveira. "Pedagogia [i. é pedagogias participativas: um estudo de caso no âmbito dos direitos da criança." Master's thesis, 2013. http://hdl.handle.net/1822/24521.
Full textEste trabalho é o resultado de uma pesquisa, desenvolvida no âmbito do Mestrado de educação de Infância – Área de especialização em Supervisão e Pedagogia da Infância, do Instituto da Educação da Universidade do Minho. Trata-se de um estudo de caso qualitativo que tem como inspiração de base o pensamento de Dewey e a perspectiva pedagógica da Associação Criança, a Pedagogia-em-Participação e como objetivo central compreender a questão dos direitos das crianças nas pedagogias participativas. Para a concretização deste objetivo realizou-se uma entrevista semiestruturada a um grupo de educadores de infância procurando: (a) verificar se na formação inicial desses educadores, realizada em instituições de formação muito diferentes, foi abordada a questão dos direitos das crianças; (b) se essa formação contribuiu para a compreensão dos direitos das crianças e; (c) que impacto teve na prática pedagógica desses educadores. A análise das entrevistas permitiu constatar que os educadores conhecem os direitos das crianças desde sua formação inicial e revelam preocupações em respeitar esses direitos. Todas as informações colhidas são relevantes em relação às experiências cotidianas realizadas pelos educadores juntamente com as crianças nos centros de educação infantil. Neste estudo conclui-se que nas pedagogias participativas as crianças têm direito a experiências de vida democrática e que a educação deve, portanto caminhar nesse sentido, permitindo aos educadores de infância usufruir de uma formação inicial que lhes permita desenvolver uma prática pedagógica diferenciada.
This work is the result of research carried out within the Master of Early Childhood Education - Area of Specialization in Childhood Education and Supervision, Institute of Education, University of Minho. This is a qualitative case study that has as basic inspiration the thought of Dewey and pedagogical perspective of Child Association, Pedagogy-in-Participation and aimed at understanding the issue of children's rights in participatory pedagogies. To achieve this goal we carried out a semi-structured interview to a group of kindergarten teachers looking for: (a) verify that the initial formation of these educators, held in very different training institutions, addressed the issue of children's rights; (b) if the training contributed to the understanding of children's rights, and (c) what impact did these educators in teaching practice. The analysis of interviews have revealed that educators know the rights of children since its initial reveal concerns and to respect those rights. All information collected is relevant in relation to everyday experiences conducted by educators together with children in early childhood education centers. This study concluded that the participatory pedagogies children have the right to democratic life experiences and that education must therefore move in this direction, allowing early childhood educators enjoy a training that enables them to develop a differentiated pedagogical practice.
Books on the topic "Children's participatory rights"
Margaret, Bell. Promoting children's rights in social work and social care: A guide to participatory practice. London: Jessica Kingsley Publishers, 2011.
Find full textPromoting children's rights in social work and social care: A guide to participatory practice. London: Jessica Kingsley Publishers, 2011.
Find full textDockett, Sue, Susan Groundwater-Smith, and Dorothy Bottrell. Participatory Research with Children and Young People. SAGE Publications, Limited, 2014.
Find full textDockett, Sue, Susan Groundwater-Smith, and Dorothy Bottrell. Participatory Research with Children and Young People. SAGE Publications, Incorporated, 2014.
Find full textDockett, Sue, Susan Groundwater-Smith, and Dorothy Bottrell. Participatory Research with Children and Young People. SAGE Publications, Limited, 2014.
Find full textBell, Margaret. Promoting Children's Rights in Social Work and Social Care: A Guide to Participatory Practice. Kingsley Publishers, Jessica, 2011.
Find full textMünch, Ursula, Christoph Klein, Carolin Ruther, and Jörg Siegmund, eds. Kranke Kinder haben Rechte! Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748921967.
Full textBook chapters on the topic "Children's participatory rights"
Desai, Murli. "Module 1 The Methodology of Participatory Group Workshops." In Rights-based Direct Practice with Children, 1–29. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4729-9_1.
Full textBlaisdell, Caralyn, John M. Davis, Vinnarasan Aruldoss, and Lynn McNair. "Towards a more participatory fulfilment of young children’s rights in early learning settings." In The Routledge International Handbook of Young Children’s Rights, 395–405. New York : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9780367142025-32.
Full textd’Annuntiis, Marco, and Sara Cipolletti. "Child Friendly Architectures. Design Spaces for Children and Adolescents." In Makers at School, Educational Robotics and Innovative Learning Environments, 353–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_47.
Full textBae, Berit. "Children’s Participatory Rights at Risk? Perspectives from Norway: Policy and Practice in Early Childhood Education and Care." In Young Children in the World and Their Rights, 189–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68241-5_14.
Full text"Visual Methods in Participatory Rights-Based Research with Children and Young People in Indonesia and Vanuatu." In Handbook of Children's Rights, 572–600. New York, NY : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315766300-44.
Full textHoneyman, Susan. "The Price of Protectionist Pretense." In Perils of Protection, 157–83. University Press of Mississippi, 2019. http://dx.doi.org/10.14325/mississippi/9781496819895.003.0006.
Full textMatthews, Nic, Hilary Smith, Denise Hill, and Lindsey Kilgour. "Play, playwork and wellbeing." In Practice-based Research in Children's Play. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447330035.003.0013.
Full textKriž, Katrin. "Protecting children, creating citizens." In Protecting Children, Creating Citizens, 133–48. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447355885.003.0007.
Full textLiebel, Manfred. "Pitfalls of postcolonial education and child policies in Africa." In Decolonizing Childhoods, 99–124. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447356400.003.0007.
Full textConti, Luisa. "The SHARMED Participatory Digital Archive." In Promoting Children’s Rights in European Schools. Bloomsbury Academic, 2022. http://dx.doi.org/10.5040/9781350217812.ch-11.
Full textReports on the topic "Children's participatory rights"
Gorman, Clare, Lucy Halton, and Kushum Sharma. Advocating for Change in Nepal’s Adult Entertainment Sector. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.010.
Full textEvidencing Participatory Child Rights Work. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/rejuvenate.2022.003.
Full textPromoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, May 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.
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