ABSTRACT
This chapter reflects on the responsibilities of policymakers, parents and practitioners to work with the UNCRC in ECE, as identified in the first ECE-focused book on topic to be published in the UK (Nutbrown, 1996). In considering some of the issues raised in the 1996 book, this chapter focuses mainly on goals of education, leisure, play and culture (Articles 29 and 31). It considers how differing perceptions of ‘childhood’ inform policy and practice in ECE, and asks what remains to be done, specifically in terms of the effects of poverty on children’s lives and learning.
