Embedding Children's Rights Education in Early Childhood: Fostering a Democratic Classroom Atmosphere?

Charikleia Pitsou; Aikaterini Zotou

doi:10.5281/zenodo.15114164

Authors

Charikleia Pitsou University of Patras, Greece https://orcid.org/0000-0002-0369-316X
Aikaterini Zotou Pre-primary Educator, Patras, Greece https://orcid.org/0009-0004-2292-9475

DOI:

https://doi.org/10.5281/zenodo.15114164

Keywords:

child rights, democratic school climate, educational practices, kindergarten teachers, interviews

Abstract

The present study aimed to examine the educational practices that early childhood educators in Greece choose to incorporate into Child Rights Education and whether these practices contribute to fostering a democratic classroom atmosphere. Twelve kindergarten teachers in western Greece participated in this qualitative research through interviews. The results of the study showed that survey participants adopt a variety of practices aligned with Children's Rights Education, contributing to the development of a democratic classroom atmosphere. However, further research is needed on the questioning topic to examine the long-term impact of such rights-based educational practices on children’s development and their civic engagement.

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Embedding Children's Rights Education in Early Childhood: Fostering a Democratic Classroom Atmosphere?

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