Children’s Agency and Educational Norms

Vandenbroeck, Michel; Bie, Maria Bouverne‐De

doi:10.1177/0907568206059977

Cited by 134 publications

(99 citation statements)

References 30 publications

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“…Promoting children's participation is a key concept in today's discourse, which forms a significant paradigm shift for the educational sciences (Vandenbroeck & Bouverne-De Bie, 2006). Participation is also closely linked to the concept of inclusion: When finding solutions to social exclusion, children's conceptions are important to take into account (Davis & Hill, 2008).…”

Section: Discussionmentioning

confidence: 99%

Ethical Reflections of Interviewing Young Children:Opportunities and Challenges for PromotingChildren’s Inclusion and Participation

Lastikka¹,

Kangas²

2017

Pac Early Child Educ Res Assoc

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This qualitative research synthesis aims to describe and identify ethical opportunities and challenges in interviewing young children in early childhood education and to explore interviewing as a means to bring forward children's experiences of participation and inclusion. These objectives have been studied through two different research cases in the Finnish early childhood education and care settings with active learning approach. The identified opportunities were supporting to show emotions, respecting diversity and special needs, enhancing the competence and agency of children, stimulating humor, playfulness and imagination, and generating meaningful encounters and feelings of empowerment. The challenges were building trust, identifying experiences from imaginary stories, listening attentively, responding to difficult life situations of children, and addressing power distribution. The paper highlights the possibilities for promoting children's inclusion and participation through ethically considered interviewing and seeing research process as a chance to give them experiences about competence, involvement and becoming listened to by adults.Keywords: early childhood education, ethics, qualitative methodology, social learning Corresponding author, 1) anna-leena.lastikka@helsinki.fiLastikka Anna-Leena & Kangas Jonna 86Research on small children's lives has involved a lack of equality between adult and child participants. It is common to study children exclusively through adults' perceptions, treat children as objects of research, and exclude them from the research process (Christensen & James, 2008). Einarsdóttir (2007) argues that earlier research on children was carried out through assessing and observing children's competencies and development. James and James (2012) suggest that if children are not included in the research focusing on their everyday life, it will result in an obfuscation of the relationship between adult and child.Moreover, this approach will make it more challenging to ascertain the diversity and multivoiced aspects of childhood, as well as individual perceptions and experiences that help children build their understanding of their environment and interactions.Recently, it has become evident that the present research methodology of early childhood education cannot dismiss the interaction and relationships between researchers and children.The focus has shifted from regarding children as objects (Christensen & James, 2008) progress in developing suitable research methods (Crivello, Camfield & Woodhead, 2009;Fattore et al., 2012;Karlsson, 2012), there is still a need for research to explore and develop substantive research ethics, methodologies, and methods towards democracy and participation (Mockler & Groundwater-Smith, 2015). Clark (2011) 87dominated by reflections on informed consent and protection of participants. Therefore, there is an obvious need in research to explore and discuss ethical issues more deeply throughout the research processes. Moreover, the interview method has...

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Section: Discussionmentioning

confidence: 99%

Ethical Reflections of Interviewing Young Children:Opportunities and Challenges for PromotingChildren’s Inclusion and Participation

Lastikka¹,

Kangas²

2017

Pac Early Child Educ Res Assoc

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“…Zo bijvoorbeeld zijn de handelingsmogelijkheden die kinderen en jongeren hebben binnen het gezin en in beslissingen die het gezin aangaan groter dan op het domein van de gezondheidszorg (Hemrica, 2004). Een ander voorbeeld is de nadruk op participatierechten, waarbij participatie steeds meer uitgroeit tot een nieuwe 'pedagogische norm' (Vandenbroeck & Bouverne-De Bie, 2006), of waarbij voorbijgegaan wordt aan de verschillende betekenis die een bepaald gedrag, zoals bijvoorbeeld een 'pedagogische tik', kan hebben naargelang de situatie (Bouverne-De Bie, Reynaert, & Roose, 2009). …”

Section: Sociale Bemoeienis Met De Leefsituatie En Leefwereld Van Kinunclassified

Van kinderwetgeving naar kinderrechten: over de verbinding tussen recht en opvoeding

Bie

Vos²,

Bradt³

2014

Pedagogiek

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In deze bijdrage stellen we de vraag hoe kinderrechten zich verhouden tot het sociaal opvoedingsproject zoals hieraan werd vorm gegeven door de kinderwetgeving. Sociale opvoeding houdt in dat opvoeding niet enkel gezien wordt als de opvoeding van het kind tot volwassene; het gaat ook om de opvoeding van het kind tot burger en om de verandering van de samenleving via de opvoeding. Een kritiek op de sociale opvoeding als maatschappelijk project is de insluiting van kinderen en jongeren in een geïsoleerd en eigen jeugdland. We stellen de vraag of het streven naar kinderrechten een antwoord biedt op deze kritiek. Gepleit wordt voor een benadering van kinderrechten als een toetssteen voor een radicalisering en herdefiniëring van de sociale opvoeding.

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“…Additionally, in practice, participation and negotiation are processes that are not neutral or immune from bias (see, for example, Vanderbroeck & Bouverne-De Bie, 2006;Quaghebeur, 2007). Thinking of solidarity, Mouffe articulates how visions of solidarity, regardless of how comprehensive they are, cannot avoid establishing exclusions of some sort:…”

Section: 'Democratic Practice' and Community In Early Childhoodmentioning

confidence: 99%

‘Community’ and ‘Democratic Practice’ in Early Childhood Education and Care: A Critique and Possibility through the Optic of Roberto Esposito

Millei

2012

Global Studies of Childhood

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'Community' is a pervasive concept around the globe in early childhood education and care that remains mostly unchallenged. The notion of 'community' is widely utilised in theories and practices to describe the context and the social world of young children and their carers and educators. It is also a familiar term used in relation to curriculum and pedagogical frameworks and practices.Another concept that appears increasingly in the literature and in practical considerations is the possibility for early childhood settings to be places of 'democratic practice'. Democratic practice is hoped to prevent autocracy, to ensure pluralism and cater for diversity, and to enable collaborative knowledge production. However, community and 'democratic practice' are not without contention. This article considers the nexus and the contention between concepts of 'community' and 'democratic practice'. With Roberto Esposito's notion of communitas, it offers a possible theorisation of community that enables community to serve as a backdrop to 'democratic political practice' in early childhood education and care.

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Children’s Agency and Educational Norms

Cited by 134 publications

References 30 publications

Ethical Reflections of Interviewing Young Children:Opportunities and Challenges for PromotingChildren’s Inclusion and Participation

Ethical Reflections of Interviewing Young Children:Opportunities and Challenges for PromotingChildren’s Inclusion and Participation

Van kinderwetgeving naar kinderrechten: over de verbinding tussen recht en opvoeding

‘Community’ and ‘Democratic Practice’ in Early Childhood Education and Care: A Critique and Possibility through the Optic of Roberto Esposito

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