{"id":178,"date":"2022-11-11T04:29:53","date_gmt":"2022-11-11T04:29:53","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/?page_id=178"},"modified":"2022-12-01T00:56:16","modified_gmt":"2022-12-01T00:56:16","slug":"ecv2022-217","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/ecv2022-217\/","title":{"rendered":"217 – Rethinking children\u2019s agency within families and ECE institutions"},"content":{"rendered":"\t\t
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Presentation - ECV2022-217<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Rethinking children\u2019s agency within families and ECE institutions<\/h1>\n

Adrijana Vi\u0161nji\u0107-Jevti\u0107<\/span>, University of Zagreb, Croatia (adrijana.vjevtic@ufzg.hr<\/a>)<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Background: <\/strong>Nowadays, pedagogy is founded on a child-centred approach within early childhood education (ECE) institutions. Whether we discuss the child as the<\/em> centre or in the<\/em> centre (Chung & Walsh, 2000), the child has a main role. However, when positioning the child as the centre (of the world, of the learning), we may deny his\/her real participatory role. We let the adults organise children\u2019s learning from an adult perspective. To respect children\u2019s participation, we should change perspective.<\/p>\n

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Aim:<\/strong> The research aimed to consider adults\u2019 perspectives about children\u2019s participation.<\/p>\n

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Method:<\/strong> Following the paradigm of qualitative research, two focus groups were held with parents of preschool children (n<\/em> = 22) and seven educators were interviewed. Adults discussed how they respect children\u2019s decisions and ideas. Answers were coded by Lundy\u2019s model of participation (space, voice, audience, influence).<\/p>\n

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Results:<\/strong> Both parents and teachers give children possibility to express an opinion (space) and views through all forms of expressions (space). Neither ensures active listening of children (audience) nor acts according to children\u2019s point of view and needs (influence). Both groups of participants claimed that children\u2019s decisions are respected \u2013 as long as they are not in opposition to adults\u2019 decisions.<\/p>\n

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Conclusions:<\/strong> Adults want to support children\u2019s participation, but they might fear their possible decisions. There is a need to inform adults to support children\u2019s agency.<\/p>\n

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Implications for children and families:<\/strong> If you want children who will change the world, you should be an adult who is ready to listen, learn, understand, and respect children.\u00a0<\/p>\n

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Implications for practitioners:<\/strong> If you want children who will change the world, you should provide them with opportunities for real, not artificial participation.<\/p>\n

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Key words<\/strong>: children\u2019s participatory rights, children\u2019s voices, decision-making, early childhood education<\/p>\n

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This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n

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