Promoting children’s rights in early childhood education is internationally recognised as a priority, yet its practical implementation remains challenging. This qualitative study explored the perceptions of three early childhood educators in northern Portugal regarding children’s rights and how these are reflected in their practices. Guided by an interpretive paradigm, the study sought to understand participants’ beliefs through semi-structured interviews, conducted with full ethical compliance, including informed consent, withdrawal rights, and anonymity. Data were analysed using MAXQDA, through an inductively generated coding system. Findings indicate that educators acknowledge their vital role in upholding children’s rights and in fostering respectful learning environments. However, significant gaps were found in the realisation of the right to participation, with tensions between educators’ stated values and their described practices—particularly regarding children’s involvement in decision-making. A prevailing emphasis on protection often limited children’s autonomy and agency. The study highlights the complexities of translating policy frameworks, such as Portuguese legislation and the UNCRC, into consistent pedagogical action. Despite its small sample size, the study offers valuable insights into the barriers to implementing a rights-based pedagogy and underscores the need for enhanced educator training, active listening practices, and the recognition of play as a fundamental right.

Information about the paper titled "CRITICAL THINKING IN EDUCATION: A CONCEPTUAL ANALYSIS" at IATED Digital Library

Information about the paper titled "RIGHTS-BASED PEDAGOGY AND EARLY CHILDHOOD EDUCATION PRACTICES" at IATED Digital Library

Information about the paper titled "PEDAGOGICAL CHALLENGES IN TIMES OF SARS-COV-2 IN EARLY CHILDHOOD EDUCATION" at IATED Digital Library

Information about the paper titled "FOOD SUSTAINABLE EDUCATION: A SYSTEMATIC LITERATURE REVIEW" at IATED Digital Library