Commentary on chapters 15 and 16: contradictions and challenges about enacting infant-toddler rights in diverse political, cultural and policy contexts

Writing from vastly different political, cultural and policy contexts, Malcolm (Chap. 15) and Palkhiwala and Mevawalla (Chap. 16) question current thinking about the nature and enactment of children’s rights. Both chapters stress the need for critical reflection by early childhood educators upon the culture and ethos of early learning settings, their own practice, and young children’s experiences. Their research challenges the status quo of infant-toddler education and care in their respective countries, pressing a case for radical thinking to effect changes in practice. For Malcolm, the impetus for change has been from the ‘top down’, led by recent government policy in Scotland that “has never before placed so much emphasis on children’s rights.” In contrast, for Palkhiwala and Mevawalla, the lack of government policy and “the increasing privatisation of the Indian education system,” particularly in highly disadvantaged communities, require change to be led from the ‘bottom up’. Together, these two chapters highlight the importance of leadership (‘from the top’ or ‘from the bottom’) as a driver of rights-based change.