Children's rights have progressively gained importance throughout history, and the perception of childhood has similarly evolved. The adoption of the Convention on the Rights of the Child on November 20, 1989, by the United Nations, formally established children's rights, which can be categorized into survival rights, developmental rights, protection rights, and participation rights. Each of these categories encompasses rights that are crucial for the optimal development of the child, taking into account various aspects such as parental influence, the environment in which the child resides, and all individuals the child interacts with throughout their developmental stages. Kindergarten, as an institution where children spend their formative and most critical years, has the responsibility to prioritize the child's welfare and to facilitate the full realization of their rights, ensuring their safety and security. All personnel within the kindergarten, particularly educators, must possess a thorough understanding of children's rights. Kindergartens should serve as nurturing and empowering environments where children acquire essential knowledge and skills while also being educated about their rights, which safeguard them until they reach adulthood. This thesis provides an in-depth examination of children's rights, the Convention on the Rights of the Child, and a comparative analysis of early childhood education curricula in Croatia and Norway. Emphasis is placed on the critical importance of children's rights across all dimensions, underscoring the rationale behind the necessity of these rights and exploring the proper methods of their implementation and enforcement to ensure the well-being and holistic development of children. The objective of this thesis is to identify and analyze the differences between the early childhood education curricula in Croatia and Norway, as well as to assess how these variations impact children's rights and their overall development.