The perceptions of early childhood children and parents towards children's participation rights: ‘Yes, I and I Disagree!’

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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Små barns medvirkning i samlingsstunder

Tidsskrift for Nordisk Barnehageforskning ◽

10.7577/nbf.320 ◽

2012 ◽

Vol 5 ◽

Cited By ~ 2

Author(s):

Brit Johanne Eide ◽

Ellen Os ◽

Ingrid Pramling Samuelsson

Keyword(s):

Decision Making ◽

Early Childhood ◽

Early Childhood Education ◽

Everyday Life ◽

Circle Time ◽

Childhood Education ◽

The Core ◽

Rights Of The Child ◽

Children’S Participation ◽

Children's Participation

Title: Young children’s participation during circle time. Abstract: In day schedules of early childhood education, circle time has traditionally been one of the core situations. According to the Convention on the Rights of the Child, children should be given opportunity to influence their everyday life. This article presents an analysis of circle time in 8 toddler groups. The focus of the analysis is children’s opportunities to participate and take part in the process of decision-making during circle time. The results indicate that the toddlers take part in community of the group, but their opportunities to influence are limited.

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Understanding Children’s Participation through an Eliasian Lens: Habitus as a Barrier to Children’s Everyday Participation Rights

The International Journal of Children s Rights ◽

10.1163/15718182-02603002 ◽

2018 ◽

Vol 26 (3) ◽

pp. 446-467 ◽

Cited By ~ 2

Author(s):

Sally Hester ◽

Allison Moore

Keyword(s):

Children's Rights ◽

Children’S Rights ◽

Moral Competence ◽

Public And Private ◽

The Public ◽

Everyday Lives ◽

Participation Rights ◽

Children’S Participation ◽

The Public Sphere ◽

Children's Participation

In spite of the rhetoric of children’s participation in the public sphere, in their everyday life interactions young children’s rights continue to be denied or given entitlement on the basis of assumptions about the social category to which they belong, and opportunities continue to be missed to make links between the everyday and the societal, political and legal contexts by those wishing to further children’s participation rights. Drawing on the sociology of Norbert Elias, particularly his concept of “habitus” and “drag effect” we will explore the dissonance between the public and private status of young children’s rights and suggest ways that this might be remedied. The paper will conclude by arguing that it is important to work towards young children’s increased participation rights in their everyday lives because adults must acknowledge young children’s moral competence to participate in decisions about their everyday lives in order to develop children’s agency to do so.

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Child in court: intersection of justice spacesand participation rights exercise

Educação & Formação ◽

10.25053/redufor.v5i13.1940in ◽

2020 ◽

pp. 41-58

Author(s):

Helga Cláudia Castro

Keyword(s):

Human Life ◽

Multiple Case Study ◽

Judicial System ◽

Valuable Contribution ◽

Participation Rights ◽

Children’S Participation ◽

Multiple Case ◽

Children's Participation

In the Portuguese judicial system, the justice spaces were designed by adults and structured for adults, and they embrace both relational dimension and power exercise –privacy is publicized, competencies are monitored, and weaknesses are scrutinized. Research, implemented thru a multiple case study, aimed to assessment children’s participation rights exercise in those same spaces. It is confirmed that childhood and children’s conceptualizations have repercussions on praxis, since there is an image that associates them with lack of capacity, mirrored in and by their minority. Therefore, perpetuating children and childhood's exclusion moments, witnessing prejudice reproduction and an endemic culture of non-participation. Thus, child's contemporaneity must be valued, both for its presence in the breadth of human life and for the valid, and valuable contribution it makes to the composition of its living worlds.

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