@inbook{0c3fe18e87db47feb05565b8643b4f5c,
title = "Discourses/1, Australia: Whose rights? The child{\textquoteright}s right to be heard in the context of the family and the early childhood service: An Australian early childhood perspective",
abstract = "This chapter unpacks how children{\textquoteright}s rights are positioned in Australian early childhood education services and asks readers to consider the rethinking of the child{\textquoteright}s position within the current parent/teacher partnership discourse. Early childhood educators have a complex and multi-faceted responsibility in their work with children. Balancing the ever-increasing interconnecting network of policy frameworks, societal expectations of what a {\textquoteleft}good{\textquoteright} early education and care program looks like, parental expectations, anxieties and concerns and supporting all children{\textquoteright}s rights to be heard creates potentially competing tensions. This chapter aims to support the educator in finding a balance between the child{\textquoteright}s rights alongside that of family, community and broader societal influences, offering theoretical tool to reflect on whose voice(s) is/are heard and whose are silenced in their practice.",
author = "Fay Hadley and Elizabeth Rouse",
year = "2019",
doi = "10.1007/978-3-030-14556-9_10",
language = "English",
isbn = "9783030145552",
series = "International Perspectives on Early Childhood Education and Development",
publisher = "Springer, Springer Nature",
pages = "137--149",
editor = "Federico Farrini and Angela Scollan",
booktitle = "Children's self-determination in the context of early childhood education and services",
address = "United States",
}