Page 60 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
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šolsko polje, letnik xxxi, številka 3–4
to pose questions and interpret answers, and to actively contribute to im-
proving the status of children. In this way, participation helps promote
the image of children as active and competent experts in their own expe-
rience who, according to their age and evolving capacities, can participate
in the decision-making process concerning their best interest.
References
Alderson, P. (2000) Young Children’s Rights: Exploring Beliefs, Principles
and Practice. London and New York: Jessica Kingsley publishers.
Alderson, P. (2001) Life and death: Agency and dependency in young chil-
dren’s health care. Children’s Issues 5(1), pp. 23–27.
Archard, D. (2004) Children: Rights and childhood. London and New York:
Routledge.
Avramović, M. (2014) Kad smo pitani, a ne ispitivani – konsultacije sa decom
u pokretu. Sarajevo: Save the Children International.
Benedict, R. (1976) Continuities and Discontinuities in Cultural
Conditioning. In Skolnick, A. (ed.). Rethinking Childhood:
Perspectives on Development and Society, pp. 19–29. Boston: Little,
Brown and Company.
Boothby, N., Balster, R. L., Goldman, P., Wessells, M. G., Zeanah, C.
H., Huebner, G., and Garbarino, J. (2012) Coordinated and evi-
dence-based policy and practice for protecting children outside of
family care. Child Abuse & Neglect 36(10), 743–751.
Bruner, J. S., and Haste, H. (eds.). (1987) Making Sense: The Child
Construction of the world. London: Methuen.
Burman, E. (2008) Deconstructing developmental psychology. London and
New York: Routledge.
Cahill, C., Sultana, F., and Pain, R. (2007) Participatory ethics: Politics,
practices, institutions. ACME: An International E-Journal for Critical
Geographies 6(3), pp. 304–318.
Christensen, P., and Prout, J. (2005) Anthropological and sociological per-
spectives on the study of children. In Greene, S. and Hogan, D. (eds.).
Researching children’s experience. Approaches and methods, pp. 42–61.
London: Sage Publications.
Clark, A. (2010) Young children as protagonists and the role of partici-
patory, visual methods in engaging multiple perspective. American
Journal of Community Psychology 46(1–2), pp. 115–123.
Clark, A., and Moss, P. (2005) Spaces to play: More listening to young children
using the Mosaic approach. London: National Children’s Bureau.
58
to pose questions and interpret answers, and to actively contribute to im-
proving the status of children. In this way, participation helps promote
the image of children as active and competent experts in their own expe-
rience who, according to their age and evolving capacities, can participate
in the decision-making process concerning their best interest.
References
Alderson, P. (2000) Young Children’s Rights: Exploring Beliefs, Principles
and Practice. London and New York: Jessica Kingsley publishers.
Alderson, P. (2001) Life and death: Agency and dependency in young chil-
dren’s health care. Children’s Issues 5(1), pp. 23–27.
Archard, D. (2004) Children: Rights and childhood. London and New York:
Routledge.
Avramović, M. (2014) Kad smo pitani, a ne ispitivani – konsultacije sa decom
u pokretu. Sarajevo: Save the Children International.
Benedict, R. (1976) Continuities and Discontinuities in Cultural
Conditioning. In Skolnick, A. (ed.). Rethinking Childhood:
Perspectives on Development and Society, pp. 19–29. Boston: Little,
Brown and Company.
Boothby, N., Balster, R. L., Goldman, P., Wessells, M. G., Zeanah, C.
H., Huebner, G., and Garbarino, J. (2012) Coordinated and evi-
dence-based policy and practice for protecting children outside of
family care. Child Abuse & Neglect 36(10), 743–751.
Bruner, J. S., and Haste, H. (eds.). (1987) Making Sense: The Child
Construction of the world. London: Methuen.
Burman, E. (2008) Deconstructing developmental psychology. London and
New York: Routledge.
Cahill, C., Sultana, F., and Pain, R. (2007) Participatory ethics: Politics,
practices, institutions. ACME: An International E-Journal for Critical
Geographies 6(3), pp. 304–318.
Christensen, P., and Prout, J. (2005) Anthropological and sociological per-
spectives on the study of children. In Greene, S. and Hogan, D. (eds.).
Researching children’s experience. Approaches and methods, pp. 42–61.
London: Sage Publications.
Clark, A. (2010) Young children as protagonists and the role of partici-
patory, visual methods in engaging multiple perspective. American
Journal of Community Psychology 46(1–2), pp. 115–123.
Clark, A., and Moss, P. (2005) Spaces to play: More listening to young children
using the Mosaic approach. London: National Children’s Bureau.
58
