(Re)conceptualising Children’s Rights in Infant-Toddler Care and Education

Prof Frances Press’ teaching and research interests cover the areas of early childhood policy, the sociology of early childhood, and the leadership of early childhood programmes. She has worked extensively with academic, government and non-government bodies on issues related to child and family policy and has a particular interest in examining policy and practice from the stance of children's rights. Frances is currently Head of the School of Childhood, Youth and Education Studies at Manchester Metropolitan University.Dr Sandra Cheeseman is the Chief Executive Officer at the Creche and Kindergarten Association, Queensland an Adjunct Fellow at Macquarie University, Sydney. She has extensive experience in the early childhood sector as an early childhood teacher, senior executive and academic. Her research interests include infant toddler curriculum and leadership of early childhood settings and this work has translated into a broad range of research and professional projects with partners in government and the early childhood sector. Sandra is committed to ensuring that evidence and practice are informed by each other and that the voices of practitioners and children are honoured at all levels of research.

• Chapter 1. Conceptualising and reconceptualising infant-toddler rights in a changing early childhood landscape (Frances Press).- Chapter 2. Children’s rights education for the Early Childhood Education and Care student (Sheila Long).- Chapter 3. Fledgling Embeddedness of Child Rights Education into Early Childhood Education and Care Undergraduate Programs in Chile: Are There Any Possibilities for the Enactment of Infants’ and Toddlers’ Rights in ECEC centers? (Marcela Pardo).- Chapter 4. Commentary on Chapters 2 and 3. Our Future Teachers–Duty Bearers, Activists and Advocates (Linda Mitchell).- Chapter 5. Infants’ and toddlers’ rights in early childhood settings: Research perspectives informing pedagogical practice (Andi Salamon).- Chapter 6. Reconceptualising Shier’s pathways to participation with infants: Listening and responding to the views of infants in their encounters with curriculum (Sandra Cheeseman).- Chapter 7. Commentary: Chapters 5 & 6: How Does a Contract Between the Generations Guide our Work as Researchers or Educators? (Niina Ruttanen).- Chapter 8. Making the Voice of the Child Visible Documenting and Fostering Language from a Children’s Rights Perspective (Andrea Tures).- Chapter 9. A Right to Know: The Positioning of Infants as Knowers in Educator-Infant Interactions (Sheila Degotardi).- Chapter 10. Commentary Chapters 8 & 9: Supporting Communication Practices: Beyond the Focus on the Child (Martina Street).- Chapter 11. Communication Rights of Young Children in Early Childhood Education and Care (Anna Cronin).- Chapter 12. The Rights of the Toddler: The Complexities of Supporting Young Children’s Becoming and Belonging in an Inclusive Classroom Community (Susan L. Recchia).- Chapter 13. Commentary Chapter 12: Finding Voice in Practices (Deborah James).- Chapter 14. Beyond the tangible, towards the invisible: Reflecting on the rights and realities of infants and toddlers living in an underprivileged context in Mumbai, India (Sanobia Palkhiwala).- Chapter 15. The Child’s Right to Love in Early Learning and Childcare A Scottish Perspective (Jane Malcolm).- Chapter 16. Commentary Chapter 14 & 15: Contradictions and Challenges About Enacting Infant-Toddler Rights in Diverse Political, Cultural and Policy Contexts (Linda J. Harrison).