It was a pleasure to host the supervision at home this time. What a fabulous working lunch we had. We talked about so much from:
the congruence between the Interest Theory of Rights what what I call Significant Events, based on Webster and Mertova’s notion of ‘critical events’ (2007, p.83)
literature supporting the correlation between well-being and rights (Casas, 2006; Lundy, 2014; UNICEF, 2017)
attachment, secondary attachments, and the importance of very young children's friendship bonds
Qualitative Content Analysis (QCA) versus Thematic Analysis (TA)
Chris wondered if you can have well-being without children’s rights? And, can you have children’s rights without well-being?
Refocusing on the central research question - what are the core concepts underpinning child rights pedagogy - I am at the moment exploring Article 3 in particular:
Article 3
1. In all actions concerning children … the best interests of the child shall be a primary consideration
2. … ensure the child such protection and care as is necessary for his or her well-being …
3. … institutions, services and facilities responsible for the care or protection of children shall [ensure] the number and suitability of their staff …
