Dubravka Maleš – Mirjana Milanović – Ivanka Stričević

THE BEST FOR THE YOUNGEST

The Rights of the Child in the System of Preschool Education

PRESCHOOL TEACHER MANUAL

Research and Training Centre for Human Rights and Democratic Citizenship

Faculty of PhilosophyUniversity of Zagreb

2003

Co-authors:

Matilda Markočić

The Rights of the Child in the System of Preschool Education in the Republic of Croatia; The Rights of Children with Special Needs

Renata Miljević-Riđički

Selected Issues in Human Rights Education; Human Rights Protection

Vedrana Spajić-Vrkaš

Selected Issues in Human Rights Education; Promotion and Protection of Personal Dignity and Equality

Maja Uzelac

Selected Issues in Human Rights Education; Rights and Responsibilities

Number of pages: 280

Number of graphics: 12

Number of illustrations: approx. 50

CONTENT

Foreword

Introduction

I. EDUCATION FOR HUMAN RIGHTS

  1. Education as a means to democracy

1.1. The enjoyment of human rights and learning human rights: the foundations of peace and democracy

1.2. International documents and meetings on human rights education

1.3. Definition of human rights education

1.4. Issues in human rights education

  1. Education for human values and the development of social skills
  1. Family – the first school of democracy

2.1. The rights of parents to family and the rights of parents

2.2. Family education

2.3. Democracy learning in the family

  1. Promotion of the rights of the child in society
II. EDUCATION FOR THE RIGHTS OF THE CHILD IN THE SYSTEM OF PRESCHOOL EDUCATION
  1. Starting points in education for the rights of the child in the system of preschool education

1.1. From the Geneva Declaration to the Convention on the Rights of the Child

1.2. The rights of the child in the Republic of Croatia

1.2.1. Legislative

1.2.2. The rights of the child in practice

1.2.3. Pedagogical standard

1.2.4. Diversity of programmes

1.2.5. Recommendation for an efficient implementation of the

National Programme

1.3. Psychological and pedagogical basis for preschool human rights education

1.4. Different concepts of human rights education in the world

  1. An approach to human rights education in the system of preschool education

2.1. Aims and objectives of human rights education

2.2.Domains and tasks of specific fields

2.2.1. The affirmation of the individual (Me Field)

2.2.2. Relations with others (Me-and-Others Field)

2.2.3. Belonging to the community (We Field)

2.2.4. The world as a whole

2.3. Human rights education strategies in preschool education

2.3.1. Overall climate

2.3.2. Everyday situations

2.3.3. Planned situations

2.4. Working principles in preschool human rights education

III. KINDERGARDEN – A PLACE WHERE THE CHILD LIVES AND LEARNS HIS/HER RIGHTS
  1. Basic needs of the child

1.1. Psychological approach to human needs

1.2. The process of fulfilling the basic needs

1.3. Factors affecting the child’s behaviour in the process of fulfilling his/her basic needs

1.4. The process of fulfilling the needs as the factor that affects personal and social development

1.5. What and how a preschool child can learn about his/her needs

  1. Institutional context and the rights of the child

2.1. The main features of the kindergarden context

2.1.1. Climate as the reflection of the context

2.1.2. Working roles and the rights of the child

2.1.3. Conditions for creating an appropriate kindergarten context

2.2. Main features of group context

2.2.1. Group context at the level of preschool group

2.3. Interpersonal context

3. Selected topics and activities in children’s learning about and for the rights of the child

3.1. Promotion and protection of personal dignity and equality

2.1.1. Examples for practice

3.2. Rights and responsibilities

3.2.1. Examples for practice

3.3. Survival rights

3.3.1. Examples for practice

3.4. Development rights

3.4.1. Examples for practice

3.5. Participation rights

3.5.1. Examples for practice

3.6. Protection rights

3.6.1. Examples for practice

4. Children with special needs and their right to special protection

5. Teacher and employees training for the right of the child in the system of preschool education

5.1. Models of preschool teacher training for the rights of the child and the role of the leader

5.2. Examples for practice

6. Monitoring and evaluation in education for human rights and the rights of the child

IV. EXAMPLES OF GOOD PRACTICE – THE CATALOGUE OF IDEAS

Literature

Annex

  • Convention on the Rights of the Child
  • The Law on Preschool Upbringing and Education
  • Programme Guidelines in Educating of Preschool Children
  • The Draft Concept of Preschool Education Development