293 – Amplifying children’s voice on children’s rights in the Indonesian context

Presentation - ECV2022-293

Amplifying children’s voice on children’s rights in the Indonesian context

Elga Andriana, Universitas Gadjah Mada, Indonesia (elga.andriana@ugm.ac.id)
Ririn Yuniasih, Ministry of Education, Culture, Research and Technology, Indonesia (ririn.yuniasih@gmail.com)
Laila Ningtyas, Early Childhood Care and Development Resource Centre, Indonesia (titisaningtyas@gmail.com)

Background: How children’s rights are constructed and understood can be different in different contexts. Therefore, it is important to investigate what children’s rights means in the Indonesian context, where how children view their rights is still under-researched.

Aim:  To explore how Indonesian children are conceptualising and voicing their rights from the children’s perspectives.

Method: The study involved seven Indonesian children, aged 3.5 to 8 years, who presented in a children-led conference. Using a qualitative methodology, data of video recordings, photos and children’s works were generated during the conference with the children’s consent. A thematic analysis of the children’s narratives was undertaken to address two research questions: How do children view their rights? What are children’s self-capacities discovered within their voices?

Results: Children mentioned the rights to survival, protection, relaxation-time, play, growth and development, and participation in cultural and creative activities. Although they mentioned similar types of children’s rights, each participant shared different stories about how their rights were met, both in the family and school settings. Children’s narratives highlighted key self-capacities evident during the whole process of the conference project. This study identified self-capacities including self-determination, self-agency, and critical thinking.

Implications for children and families: Parents, you can facilitate your child to develop their self-capacities by listening to their voices, taking children’s perspectives seriously, and applying them in daily life activities.

Implications for practitioners: You can provide a space for children to voice their rights and contribute toward their own self-capacity development. Student-led activities, such as conferences, can be a strategy to foster children’s voice and a space for them to learn about civic citizenship.

Key words: children’s voices, children’s rights, early childhood education, qualitative methods, Indonesia

This presentation relates to the following United Nations Sustainable Development Goals:

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