Participatory Design of New School Learning Environments

Abstract

This article looks into the legal and psychological aspects of child and youth participation in discussions and decision making on issues relating to their lives and gives an overview of the current trends in participatory development.Participatory design is interpreted within this study as activities that result in participatory action of children in the educational process. Participatory action is characterized in its intentional component and its persistence (reflected in searching for ways of bringing the intention to life) by initiative, consciousness, autonomy and responsibility. Participatory design is regarded as a tool for creating conditions to develop adolescents' subject position.A new method of engaging children in participatory design of learning environments is offered and implemented in the study. The article describes successively the steps of method implementation and its testing within the framework of Pedagogical Design Studio's activities.adolescence, children's participation in decision making, cooperation, cultural-historical psychology, development, participatory approach in education, participatory design, subject position.

Moscow Competence Olympiad as an Element of Education for a Young Muscovite

“…This approach to the design of the educational space of the school is also implemented in Russia (Ivanova & Barsukova, 2020). It is worth noting that at the school level, practices are being developed that also include children in the design of learning content and other elements of the educational space, not limited to the physical environment (Ostroverkh & Tikhomirova, 2021).…”

“…This is especially important during adolescence. The authors of the aforementioned works note it separately, referring to the hypothesis of Polivanova, which consists in the fact that the leading activity in adolescence is the activity of designing, promoting the formation of independent authorial action (Ostroverkh & Tikhomirova, 2021;Polivanova, 1998). Considering what types of practice-oriented educational outcomes we expect from adolescent students, it is worth focusing on those practices that include students in this age category in a larger problem field that extends beyond the boundaries of the school space.…”