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Childhood education must consider children as social individuals with rights, instead of passive receptors of products and services. This view implies the recognition, resignification and participation of children to contribute with their multidimensional/integral development and to the construction of their identity as a person, and 
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The map of early childhood care and education is a dynamic place in constant transformation. A segment of this map is formed by the institutions of the pre-primary level within the structure of the formal education system; but it would not be complete if we 
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Article 31 of the United Nations Committee on the Rights of the Child (UNCRC) places particular right for “all children to have rest and leisure, to engage in play and recreational activities appropriate to their age and to participate freely in cultural life and the 
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Are you able to recall your earliest memories of a time when you were a participant in taking action? Maybe during childhood, it was a family or a community action? Maybe in later years, this was a political action such as voting. You may even 
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Humanize… Many of us repeat during these times -and emphatically- the need to humanize our bonds, our perspectives, our horizons, our actions. The pandemic invites us to have a sensitive and interdisciplinary dialogue to disarm the ongoing hegemonic dehumanization. In fact, education and childhood are 
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The emergency that was installed worldwide this year revealed the existing inequality in the societies of the XXI century. The most vulnerable population groups are being the most affected, not only by the health crisis that each country is differently facing, but also because of 
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IIN OAS Director General Taking a closer look at the Americas during the pandemic debunks the common belief that “we are all the same before the virus”. The COVID-19 disease and its side effects have revealed the great inequality faced in our societies, but it 
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‘The Committee interprets the right to education during early childhood as beginning at birth and closely linked to young children’s right to maximum development’. If we take this statement by the UN Committee on the Rights of the Child as[1] [2] [3]  a starting point, where might 
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OMEP has been working worldwide for the realization of human rights in early childhood for over 70 years. Its members have always been convinced that education constitutes the essential tool to achieve this goal. This is why we devote our work to increase accessibility to 
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