TY - CHAP
T1 - Communication rights of young children in early childhood education and care
AU - Cronin, Anna
AU - McLeod, Sharynne
PY - 2022
Y1 - 2022
N2 - This chapter reviews international literature on communication rights and applies it to young children particularly in early childhood education and care (ECEC) settings. Communication rights within the United Nations Convention on the Rights of the Child encompass freedom of expression and opinion (Articles 12 and 13) and the language(s) in which children communicate (Articles 2, 29, 30 and 40). Accommodating and upholding communicative rights for children may require flexibility and creativity, depending on the modality of the children’s communication, and the language that they use. Thought and consideration to children’s right to communicate is imperative given communication is necessary for protection of many other rights. The second part of the chapter expands the discussion to specific considerations relating to communication rights for young children with speech, language and communication needs (SLCN), in particular, those with cleft lip and palate. A commentary is presented by Dr Yvonne Wren focusing on the rights of children with SLCN (including those with cleft lip and palate) in the United Kingdom (UK). Dr Wren draws on information from the Cleft Collective Cohort Studies, a large-scale national cohort study of over 2000 children born with cleft lip and/or palate in the UK, with a particular focus on the early childhood experiences of education and care for children in the cohort.
AB - This chapter reviews international literature on communication rights and applies it to young children particularly in early childhood education and care (ECEC) settings. Communication rights within the United Nations Convention on the Rights of the Child encompass freedom of expression and opinion (Articles 12 and 13) and the language(s) in which children communicate (Articles 2, 29, 30 and 40). Accommodating and upholding communicative rights for children may require flexibility and creativity, depending on the modality of the children’s communication, and the language that they use. Thought and consideration to children’s right to communicate is imperative given communication is necessary for protection of many other rights. The second part of the chapter expands the discussion to specific considerations relating to communication rights for young children with speech, language and communication needs (SLCN), in particular, those with cleft lip and palate. A commentary is presented by Dr Yvonne Wren focusing on the rights of children with SLCN (including those with cleft lip and palate) in the United Kingdom (UK). Dr Wren draws on information from the Cleft Collective Cohort Studies, a large-scale national cohort study of over 2000 children born with cleft lip and/or palate in the UK, with a particular focus on the early childhood experiences of education and care for children in the cohort.
UR - https://link.springer.com/book/10.1007/978-3-031-05218-7
U2 - 10.1007/978-3-031-05218-7_11
DO - 10.1007/978-3-031-05218-7_11
M3 - Chapter (peer-reviewed)
SN - 9783031052170
T3 - Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations
SP - 121
EP - 132
BT - (Re)conceptualising children’s rights in infant-toddler care and education
A2 - Press, Frances
A2 - Cheeseman, Sandra
PB - Springer
CY - Cham, Switzerland
ER -
