Inclusive ECCD: - Consultative Group on Early Childhood Care and ...

Box 1—The Relationship between the CRC,
the Salamanca Statement, and <strong>ECCD</strong> Principles
Convention on the
Rights of the Child
. . .childhood is entitled to special care
and assistance. (Preamble). . .
ensure to the maximum extent
possible the survival and
development of the child. (Art 6)
. . . education shall be directed to
development of the child’s
personality, talents and mental
and physical abilities to their
fullest potential. (Art 23)
Recognising the special needs of a
disabled child, assistance…shall be
provided to ensure that the disabled
child has effective access to and
receives education…conducive to
the child’s achieving the fullest
possible social integration and
individual development. (Art 23)
…the right…to engage in play (Art 31)
. . .a right to freedom of expression to
seek, receive and impart information
and ideas of all kinds (Art 13)
..the child, for the full and harmonious
development of his or her personality,
should grow up in a family environment,
in an atmosphere of happiness, love
and understanding. (Preamble) the
right…not to be separated from
his or her parents against
their will. (Art 9)
Salamanca Statement and
Framework for Action (FfA)
Every child has a fundamental right
to education, and must be given the
opportunity to achieve and maintain
an acceptable level of learning. (SS2)
<strong>Inclusive</strong> schools must recognise
and respond to the diverse needs
of their students, accommodating
both different styles and rates of
learning. (FfA7)
Every child has unique
characteristics, interests,
abilities, and
learning needs. (SS2)
The challenge confronting the
inclusive school is that of developing
a child-centred pedagogy capable
of educating all children. (FfA3)
Parents are privileged
partners….(FfA60)
Local administrators should encourage
community participation….(FfA63)
Fundamental Principles
of <strong>ECCD</strong>
Early childhood is the foundation on
which children build their lives.
But it is not just a preparation for
adolescence and adulthood; it has
importance in itself.
Children develop at different rates,
and in different ways emotionally,
intellectually, morally, socially, physically
and spiritually. All are important: each
is interwoven with others.
All children have abilities which can
(and should) be identified and promoted.
What children can do (rather than
what they cannot do) is the starting
point in their learning.
Young children learn from everything
that happens to them and around them;
they do not separate their learning
into different subjects or disciplines.
Play and conversation are the main
ways by which young children learn
about themselves, other people, and
the world around them.
Children who are encouraged to
think for themselves are more
likely to act independently.
The relationships which children make
with other children and with adults
are of central importance to
their development.
Source: Holdsworth 1997, 12–13
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