Book Review: Children’s Rights 0-8: promoting participation in education and care

Mangione, Daniela

doi:10.1177/0892020614550563a

Cited by 2 publications

(6 citation statements)

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“…The promotion of a culture of participation, where all actors respect, develop and experience participatory approaches, is thus crucial for the implementation of children's rights. Moreover, children's rights cannot be fulfilled by discarding adults' voices and knowledge; rather, they should be used for guidance and support (Kanyal, 2014).…”

Section: Convention On the Rights Of The Childmentioning

confidence: 99%

“…From an educational and relational viewpoint, child participation in ECE takes place within relationships with ECE professionals, and occurs by empowering children and developing a shared understanding about their needs, experiences and perspectives (Kanyal, 2014). Importantly, different perspectives can be addressed when considering children's participation within this specific setting.…”

Section: Early Childhood Education: One Context Different Perspectivesmentioning

confidence: 99%

“…Although arising from the sociology of childhood, the principles of children as competent, active, agentic and co-constructors of reality spread through distinct areas within psychology (Kanyal, 2014). Consequently, these areas of psychology play a major role in understanding and contributing to the recognition of children's right to participate, especially in reference to children's evolving competences to exert their influence and identity (Christie et al, 2008).…”

Section: Sociological Perspectivementioning

confidence: 99%

“…Moreover, ECE teachers' ideas about children's participation seem to influence their own purposes and practices towards the promotion of children's participation, which can be realized in diverse ways (e.g. documentation practices, councils, negotiation and dialogue) (Correia, Carvalho, Durães and Aguiar, 2020;Kanyal, 2014;Niemi, 2019;Oliveira-Formosinho and Formosinho, 2012).…”

Section: Educational Perspectivementioning

confidence: 99%

“…guided participation), children are able to learn and develop, gradually participating more and with greater authority, and becoming more active and critical (i.e. participatory appropriation) (Kanyal, 2014;Rogoff, 1995). Vygotsky's (2012) sociocultural perspective reconceptualized the role of culture as part of proximal developmental processes, suggesting that children's social and cultural knowledge evolves as they actively engage with their environments.…”

Section: Sociocultural Perspectivementioning

confidence: 99%

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Children’s participation in early childhood education: A theoretical overview

Correia¹,

Aguiar

Amaro

2021

Contemporary Issues in Early Childhood

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Children’s right to participate in all matters and decisions affecting them has gained recognition in society. Its promotion is recommended from an early age – namely, in early childhood education settings – and it is described as benefiting children, adults and the community in general. Given the complex and polysemic meaning of participation, different conceptualizations, models and perspectives have emerged. In this article, the authors provide a theoretical overview, describing relevant models, concepts and contributions from distinct perspectives and fields of knowledge – sociological, educational, developmental and sociocultural – as well as contributions from social policy. This overview is particularly relevant to inform research and practice about children’s participation in early childhood education.

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Section: Convention On the Rights Of The Childmentioning

confidence: 99%

Section: Early Childhood Education: One Context Different Perspectivesmentioning

confidence: 99%

Section: Sociological Perspectivementioning

confidence: 99%

Section: Educational Perspectivementioning

confidence: 99%

Section: Sociocultural Perspectivementioning

confidence: 99%

See 3 more Smart Citations

Children’s participation in early childhood education: A theoretical overview

Correia¹,

Aguiar

Amaro

2021

Contemporary Issues in Early Childhood

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“I Needed to Rediscover who I Really Was”: An Inquiry into the Impacts of one Graduate Teacher Education Program for Early Elementary Teachers

Murray-Orr,

Munroe

2018

AJER

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This paper reports on the impacts on teachers of a new Masters in Education program developed for early elementary teachers at one small Canadian university. Central to the program are concepts of the child as competent and capable, and a view of professional learning as democratic, critically reflective and a way to enhance teacher agency. Our findings are based on interviews and focus group conversations with several members of one of the cohorts who completed the program. In our thematic analysis we determined that teachers reported changes in their practices including slowing down and listening to children as well as increased flexibility and ability to relinquish control. Additionally, teachers spoke of increased confidence in themselves and the children in their classrooms as a result of participating in this program. Keywords: early elementary grades, graduate teacher education, early elementary pedagogy, democratic professional learning, teachers’ agency Cet article fait état des impacts sur les enseignants d’un nouveau programme de maitrise en éducation développé par une petite université canadienne pour les enseignants du primaire. Le programme est centré sur le concept selon lequel l’enfant est compétent et capable, et sur une perspective de l’apprentissage professionnel comme étant un processus de réflexion critique qui est démocratique et susceptible d’augmenter chez les enseignants le sentiment de pouvoir agir. Nos résultats découlent d’entrevues et de conversations avec des groupes de discussion impliquant plusieurs membres d’une cohorte ayant complété le programme. Notre analyse thématique révèle que les enseignants ont signalé des changements dans leurs pratiques; entre autres, ils ont indiqué qu’ils ralentissaient et écoutaient les élèves, étaient plus souples et se sentaient en mesure de céder le contrôle. De plus, les enseignants ont reconnu que leur participation au programme avait entrainé une augmentation de leur confiance en soi et en les élèves. Mots clés : premières années du primaire, études supérieures en enseignement, pédagogie des premières années du primaire, sentiment chez les enseignants de pouvoir agir.

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Book Review: Children’s Rights 0-8: promoting participation in education and care

Cited by 2 publications

References 0 publications

Children’s participation in early childhood education: A theoretical overview

Children’s participation in early childhood education: A theoretical overview

“I Needed to Rediscover who I Really Was”: An Inquiry into the Impacts of one Graduate Teacher Education Program for Early Elementary Teachers

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