Zusammenfassung
In diesem Kapitel werde ich argumentieren, dass Kinderrechte wesentlicher Bestandteil eines Curriculums sein können und dabei einen Schlüsselfaktor darstellen, um die Effektivität und Qualität der Lernerfahrungen bei Kindern zu prüfen — und damit sind alle Kinder gemeint, unabhängig von Kultur, Religion, Geschlecht, Herkunftsland, Behinderung oder Nichtbehinderung. Insbesondere werde ich einige Klauseln der UN-Konvention über die Rechte des Kindes (UN, 1989) thematisieren, die in engem Zusammenhang stehen mit den Themen der Bildung und Erziehung junger Kinder. Hinweise auf aktuelle Forschungsergebnisse werden zugleich Möglichkeiten verdeutlichen, die mit der Verwendung der Konvention als Ausgangspunkt frühpädagogischer Curricula verbunden sind. Die UN-Konvention über die Rechte des Kindes verfügt über das Potenzial, sich als ein solcher Grundstein zu erweisen.
Übersetzung aus dem Englischen: Arndt Ladwig. Fachliche Bearbeitung: Pamela Oberhuemer
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Nutbrown, C. (2004). Kinderrechte: ein Grundstein frühpädagogischer Curricula. In: Fthenakis, W.E., Oberhuemer, P. (eds) Frühpädagogik international. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-322-95041-3_7
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