Childhood participation experiences in the memory

Abstract

This article is based on the findings of a broader research project entitled "Childhood Participation and Citizenship Building", which examined the medium-term effects of intense experiences of participation in childhood within both the school environment and those of leisure-time and community education. The results presented in this article refer specifically to the memories subjects hold of their participation in these childhood experiences. The study combined quantitative (using a questionnaire) and qualitative approaches (conducting in-depth interviews). The results obtained contribute to strengthening the idea -explicit or implicit in all pedagogies that seek to promote child participation -that such participation is not only a right, but that it also contributes to the quality of educational experiences.

The influence of leisure-based community activities on neighbourhood support and the social cohesion of communities in Spain

“…Perceived social cohesion is strengthened by increased participation in leisure-based community activities, and also by neighbourhood support. Such authors as Bayón Martín and Ahedo González (2011), Gómez et al (2016), Morata and Garreta (2012), Novella et al (2014) and Puig (2009), all note that participating in leisure-based community activities during childhood and adolescence has proven effects in generating the social support necessary for individual and collective development. This influence also occurs the other way around: perception of the neighbourhood as a cohesive environment seems to encourage leisure-based community activities, and also has a direct effect on increasing perceived neighbourhood support.…”

“…Its goal is to contribute to the development of relational social capital and greater social cohesion. In this respect, participation in leisure-based community activities in childhood and adolescence has proven effects in generating the social support necessary for individual and collective development (Bayón Martín and Ahedo González, 2011; Gómez et al, 2016; Morata and Garreta, 2012; Novella et al, 2014; Puig, 2009). Similarly, social support is one of the main elements that can provide protection in situations of vulnerability (Cardozo and Alderete, 2009; Manciaux, 2003; Zhong et al, 2014).…”

Gestión de la diversidad cultural con niños/as y familias vulnerables

“…Desde esta perspectiva, la creación de espacios para la expresión, la participación, el respeto a la diferencia y la individualidad, así como para la resolución de conflictos (Acebes y Delgado, 2012; Rothman, 2007), pueden contribuir al desarrollo del capital social relacional y al incremento de cohesión social (Foglia, 2019;Souto-Otero, 2019). Son diversas las investigaciones que muestran como la participación en espacios socioeducativos con minorías étnicas y grupos raciales, permite que estos colectivos adquieran aprendizajes socioemocionales y oportunidades para el intercambio cultural en su proceso de duelo migratorio y arraigo en el nuevo territorio al desarrollarse en el contexto de las mismas relaciones de apoyo y conocimiento mutuo (Gómez, et al, 2015;López et al, 2019;Otras Seat, 2000;Scott y Scott, 1989).…”