Children's Perspectives on their Education

Abstract

Sociologists of education were among the first to deal with pupils' perspectives as regards their school life. However, children's points of view on their global educational experience are still rarely explored by sociologists. Although the sociology of childhood is growing fast, it more often covers what adults do to children rather than what children do with what adults do to them. This article discusses some methodological issues involved in the study of children and presents a conceptual framework for approaching the children's points of view on their own education. Based on indepth interviews of 67 11- to 12-year-old children from Geneva it deals more particularly with their experience of parental and teacher educational practices and organization. It presents the types of experience these children have of their school and family education and socialization, based on the subtle analyses they make of their parents' and teachers' roles and authority, the emotions they experience vis-a-vis their parents' and teachers' educational practices, and the strategies they develop to face their parents' and teachers' actual or anticipated demands.

Children’s Views of the Learning Environment: A Study Exploring the Reggio Emilia Principle of the Environment as the Third Teacher

“…As changes and enhancements are made to the approaches used in education, such as the emphasis on child-centered learning approaches and inquiry-based education, one needs to ensure the learning environments provided support these approaches to education. Researchers argue that children's perspectives on the quality of their education are rarely explored, which can be troubling given that children are most directly affected by the education system (Cook-Sather, 2002;Montandon & Osiek, 1998). By taking the time to work with and listen to children throughout the research process, one is better able to see the world through their eyes, notice what sparks their interest, and develop a holistic understanding of what childhood looks like.…”

“…There is a growing amount of research stressing the importance of children's voice in the research process (Grover, 2004;Lansdown, 2004Lansdown, , 2011Schiller & Einarsdottir, 2009), as well as including their perspectives on their education (Cook-Sather, 2002;Einarsdottir, 2005;Montandon & Osiek, 1998;Smith, Duncan, & Marshall, 2005). Smith, Duncan, and Marshall (2005) explain that children's perspectives are missing in a large amount of psychological and educational research.…”

ŠiuolaikinĖS VAIKYSTĖS FENOMENŲ SOCIALINIŲ-EDUKACINIŲ TYRIMŲ METODOLOGINIAI KONTEKSTAI

“…Partnerystė vaikas-suaugusysis suprantama kaip socialiai prasminga, praturtinanti suaugusiojo patyrimą vaikystės patyrimu, kuris suaugusiajam yra socialiai svarbus. Šis patyrimas padeda jam atrasti naujų edukacinių kontekstų sąveikaujant su vaiku, kaip socialiniu, kultū-riniu individu ir jų pagrindu rekonstruoti ugdymą (Montandon, Osiek, 1999).…”

Everyday Experiences of Homeless Young People in Supported Accommodation Programmes in Australia

“…Studies using sociological understandings of childhood have gathered momentum since the 1970s when researchers started to show how children were regarded as invisible and, at best, marginal members of society (Montandon and Osiek, 1998; Alanen, 2000). In departing from the normative developmental notion of children and young people as developing competence and social agency (cf.…”