{"id":419,"date":"2024-11-20T03:03:16","date_gmt":"2024-11-20T03:03:16","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/?p=419"},"modified":"2024-11-20T03:09:11","modified_gmt":"2024-11-20T03:09:11","slug":"ecv2024-404","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/ecv2024-404\/","title":{"rendered":"ECV2024-404 – Inquiring with children about their neighbourhood and school: Analysis of participatory methodologies with children"},"content":{"rendered":"\t\t
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Presentation - ECV2024-404<\/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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Inquiring with children about their neighbourhood and school: Analysis of participatory methodologies with children<\/h1>\n

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Noelia Ceballos L\u00f3pez<\/strong>, Universidad de Cantabria, Spain (ceballosn@unican.es)
\u00c1ngela Saiz Linares<\/strong>, Universidad de Cantabria, Spain (saizla@unican.es) <\/p>\n

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Background: <\/strong>This study is part of a larger research project that aims to develop a training proposal for a practicum with early childhood and primary future teachers based on practitioner inquiry and listening to children. For this purpose, starting from participatory methodologies of listening to children, future teachers inquire about topics such as school management, organisational aspects (time, space, etc.) or their own teaching role.<\/p>\n

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Aims: <\/strong>The aim of this paper is to analyse the methodologies and inquiry strategies used with children.<\/p>\n

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Method:<\/strong> Five early childhood and primary schools in Cantabria (Spain) have participated. Specifically, 25 classrooms with children aged 2\u201312 years. The inquiry strategies used included: \u201cFrom my window\u201d and \u201cMy favourite place in the neighbourhood is\u2026\u201d, which combines drawing and informal conversation. \u201cWhat does a headteacher do?\u201d or \u201cWhat should a teacher be like?\u201d are inquiry strategies that are based on semi-structured interviews. The researchers followed EECERA\u2019s code of ethics for this study.<\/p>\n

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Results:<\/strong> The inquiry strategies deployed have allowed listening to children about key issues in their lives. Strategies based on dialogue presented difficulties with children with differing oral language development. Strategies had to be presented in combination for best results.<\/p>\n

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Conclusions:<\/strong> Listening strategies require a process of adaptation to children and cannot be considered participatory because of their presence. Teachers must be sensitive in the process of interpreting children\u2019s ideas to avoid accommodating information.<\/p>\n

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Implications for children and families:<\/strong> This project has allowed you to experience article 12 of the Convention on the Rights of the Child. You were listened to and engaged in a genuine dialogue with the teachers. This enhances your sense of relevance to school.<\/p>\n

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Implications for practitioners:<\/strong> You have become guarantors of children\u2019s rights, especially article 12. You had experimented and reflected on different strategies of authentic listening to children. Finally, it has been a reflective and formative process in action based on the enquiry professional approach.<\/p>\n

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Key words<\/strong>: children\u2019s voices, qualitative methods, participatory strategies, practicum<\/p>\n

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

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