Child Rights in Primary Schools -The Situation and Expectations

Journal of Education and Learning

This study was carried out with the goal of investigation of perceptions and views which are related to children’s rights of forth grade primary school students. The research was designed properly to qualitative research approach. This research was made with 156 4th grade students. In determining of the research group, criterion sampling technique was used. In the process of getting research data, survey form, written documents and semi-structured interview form were used. The research data were analyzed with content analysis method. As a result of research, it was determined that children indicated that they have some rights such as have adequate nutrition, be respected by everyone, play games, feel being loved and attract attention, have fun and get qualified education. On the other hand, some rights such as make decisions and choices independently on issues related to self, live, shelter, protect themselves from all kinds of danger and get information are expressed by participant...

This research was performed with the purpose of comparative investigation of perceptions which are related to child rights of the prospective primary school teachers' and preschool teachers'. The research was designed properly to qualitative research approach. This research was performed with 80 the prospective primary school teachers and preschool teachers. In determining of the research group, criterion sampling technique was used. In the process of obtaining research data, survey form and semi-structured interview form which is designed for focus group discussions were used. The research data were analyzed with content analysis method. As a result of the research, it was determined that the prospective primary school teachers and preschool teachers have similar perceptions related to child rights. However, it was determined that the perceptions which are related to child rights of the prospective primary school teachers are more comprehensive than perceptions of the prospective preschool teachers related to child rights. Morever, it was determined that the both prospective teacher groups have not adequate awareness and consciousness about child rights.

CEPS Journal : Center for Educational Policy Studies Journal, 2019

• School is the most suitable place for students to learn about child rights and where these rights are to be respected. In the research we have conducted, the objective was to examine the knowledge of primary school students about the rights of the child and to obtain insight into how these rights are respected. Using an interview scaling technique, we questioned 351 final year primary school students and 231 teachers. The students did not rate their knowledge of child rights highly: they mostly expect teachers to provide them with information on child rights; the students obtain the majority of such information in the civic education classes, which is an optional subject and is not attended by all students, as well as in homeroom sessions. Teachers believe that it is the responsibility of homeroom teachers to familiarise students with the rights of a child. The rights to freedom of expression of students and their participation in decision-making are the least respected, according to both students and teachers. Furthermore, all believe that some forms of discrimination exist in schools. We have found especially significant suggestions and recommendations given by students and teachers to overcome the existing problems and provide better access to the rights of the child in school.

The International Journal of Children's Rights, 2018

2016

In the society, the culture of which gives high value on hierarchy and emphasis on the children’s obligation, raising the issue of children’s rights may be considered as impolite by the standard of the culture. Teachers having such a cultural background may show some resistance to the implementation of the Convention in their schools. This paper deals with an alternative of implementing the UN Convention of the Rights of the Child by using the children’s rights-based approach in education. The study showed that teachers in public schools tend to be more conservative than in private schools.

This method was used in data collection, analysis and interpretation. The working group of the study consisted of instructors and teacher candidates in the faculty of education of a state university in Turkey in the 2010-2011 academic year. An interview form was used to collect data. Content analysis technique and quantification of qualitative data were used in the analysis of the data.

Child Indicators Research, 2017

Children's ability to influence their own lives begins with awareness and knowledge of their rights. This ability is then strengthened with the perception that their rights are respected. Identifying the factors that affect these components of rights acquisition is crucial to promote children's agency and growth into active citizenship. This article details a study on 8-year-old children's understanding of their rights and their opinions about respect for their rights in 16 countries using the International Survey of Children's Well-Being (ISCWeB). Multivariate linear regression models were constructed to study the correlates of children's rights outcomes. Within the study sample (N = 17.369), a minority of the children were aware of children's rights and knew about the rights they had. However, the majority of the children felt that their rights were respected. Children's responses showed great variation by country in every dimension of the investigated rights. Depending on the country, children's rights outcomes were most powerfully explained by three indicators: family deprivation and home and school climates. The lower the deprivation score was and the stronger the perceptions of being heard at home and school were, the more aware children were, the more knowledge they had, and the more respect for children's rights from adults they perceived.

FROM HUMAN RIGHTS TO THE RIGHT TO INCLUSIVE EDUCATION, 2023

The adoption by acclamation of the Convention on the Rights of the Child at the United Nations General Assembly was the most important milestone in the history of child protection. It is therefore essential that all actors, at the political and civil society, who somehow interfere, directly or indirectly, in the lives of children, do everything possible to ensure that these rights are guaranteed. The children themselves should know them so that they can understand when they are, or are not, being respected and to have an active role in denouncing situations of violation of these rights. This study aimed to analyse the perception of forty-two students from a private school, regarding the fulfilment of their rights and also to understand the differences in perception that exist, according to gender. As an instrument, a previously validated questionnaire was applied, whose questions were organized for analysis into three categories of rights: participation, provision and protection. The results indicate that there is still a long way to go. It is concluded that many children's rights continue to be violated by not having, for example, access to health, nutrition and adequate education or protection from violence.

The International Journal of Children’s Rights

Child rights research has increased since the adoption of the Convention on the Rights of the Child (crc) in 1989. Reviews of the research has indicated a lack of criticality and a reluctance to interrogate or challenge dominant views. Some scholars argue that this results from under theorisation, whereas other maintain that theorisation is abundant. The paradox suggesting that children’s rights research can be both abundant and deficient in theory calls for a thorough discussion about theorisation. This systematic review engages in this debate by exploring what is positioned as “theory” in educational children’s rights research, and what function theory has. Analysis determined that alignment with established theoretical approaches is uncommon. Previous research literature is instead often positioned as theory, mostly in combination with policy, law or an established theory. Main functions of theory are to construct the object of study and to provide analysis support. Some uses of ...