聯合國《兒童權利公約》於幼教師專業發展的實踐與展望

The Practice of the Convention on the Rights of Children in Preschool Teacher Training and Professional Development

聯合國大會於1989年通過《兒童權利公約》，臺灣亦於2014年通過《兒童權利公約施行法》，主張兒童應為權利主體，並給予特別的保護。《兒童權利公約》的實踐應向下扎根，落實兒童有參與表達和維護自身權益的基本權利，故臺灣師資培育機構應在師資養成過程中，強化師資生對於兒童權益的了解。本文描述《兒童權利公約》的內涵與對師資培育的重要性，以及臺灣對首次國家報告的回應內容。其次，本文論述幼兒園教保活動課程綱要與《兒童權利公約》內容的對應，並提出實踐《兒童權利公約》包含覺察、教學實踐、推廣與應用階段等三個層次的幼教師專業發展歷程。最後，依據師資職前教育階段的五項教師專業素養，提出各科目建議融入的相關議題。

The United Nation legalized the Convention on the Rights of Children in 1989. The Taiwanese government also passed “the Enforcement Act of CRC” in 2014 to advocate children own the same rights with the adults and they need special care and protect. The practice of CRC shall be extended to young children. No matter their age or development circumstances, they own the rights of expression and protecting their own rights. This article described the content of CRC and its importance to the Early Childhood Teacher Education. This article also described the first national reports and echoed to the early childhood education issues. The author compared with the ECEC curriculum framework (Taiwan) with the CRC articles. Three teachers’ professional development stages were proposed: awareness stage, practice stage, application and promotion stage. Finally, suggestions to early childhood teacher training were made including the five literacy elements of preservice teacher training stages and corresponding subjects.