Index
Establishing Child Centred Practice in a Changing World, Part B
ISBN: 978-1-80455-941-3, eISBN: 978-1-80455-940-6
Publication date: 9 June 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Frankel, S. (Ed.) Establishing Child Centred Practice in a Changing World, Part B (Emerald Studies in Child Centred Practice), Emerald Publishing Limited, Leeds, pp. 231-235. https://doi.org/10.1108/978-1-80455-940-620231016
Publisher
:Emerald Publishing Limited
Copyright © 2023 Sam Frankel. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academics, 133–134
Action-research cycle, methodology and design of, 25–26
Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE), 29
Adult-centric practices in education, 3
Adverse childhood experience (ACE), 126–127
Agency, 93, 143, 146
Audience, 40, 122–123
Authentic participation, 64
Authentic pupil voice, 63
Authentic voice, 62–63
Authenticity, 68–69
Bolivian families, 142
Bricolage approach, 4, 130–131
Business model, 74–75
Canadian Council of Young Feminists (CCYF), 209
Chain sampling, 146–147
Change, 210–211
Child agency, 93
Child participation, 92–93
theoretical perspectives on, 92–93
Child Participation Assessment Tool, 14–15
Child to Child principles, 142, 147
Child-centred approach, 40
to parenting, 172
Child-centred practices, 1, 4–5, 9–10, 16, 62, 73–74, 110–111, 178, 220
extending opportunities to promote, 226–227
Child-led forest school programme, 73–74
Child’s voice in education, 73–76
Childhood, 10–11, 73–74, 166, 168
educators, 24–25
participation, 223
studies, 1, 5–6, 143, 206
voices, 122
Children, 134
in families, 169–170
participation, 181
as social actors, 178–179
Children’s perceptions of participation
key findings, 150–157
methodology, 146–149
participation, agency and voice, 143–146
Children’s places, 179–180
Children’s rights, 11
Children’s voices, 2, 9–10, 145
building participatory contexts, 24–29
challenges to consideration of children’s voices in ECEC, 15–16
emergence, 10–12
first evidence of respect for, 32–35
first learning, 29–30
listening to, 12–13
in negotiating family rules, 169–170
participatory pedagogies, 30–32
privileged contexts in, 11–12
reconstruction of images of educator and child, 35
supporting young children’s voices in ECEC settings, 13–15
Chile, 219
extending opportunities to promote child-centred practice, 226–227
fighting for voice, 220–221
recognising existing opportunities of childhood participation in, 224–225
socio-political context in, 222–224
youth protest in, 220
Citizenship, 206–207
Classroom culture, 41
Co-production, 131
bricolage, 130–131
Lundy’s model, 122–124
need to amplify children’s voices of parental separation, 124–127
reflections, 132–133, 135
research design, 127–129
sharing findings with different audiences, 133–134
Comfort zone, 116–117
Communication, 79
Connection with nature, 95
Consultation, 41
Context-based staff development, 25–26
Convention on the Rights of the Child, 11, 201
Conversations, 1, 7–8
Coronavirus stir and mix as context of homeschooling, 95–98
Council of Europe, 11–12
Creating change, 25
Culture of advocacy, 76
Curriculum innovation, 63
Data gathering, 186–187
Decision-making, 93–94, 124–125, 153, 157, 190, 192
Democratic inclusivity, 66–67
Dialogical approach, 93
Diamond Model, 111–112
Discursive intertextuality, 26
Divorce, 122
Early childhood education and care (ECEC), 10
challenges to consideration of children’s voices in, 15–16
professionals, 12
supporting young children’s voices in ECEC settings, 13–15
Education, 2–3, 11, 65, 109–110
child’s voice in, 73–76
Educators’ learning, 24–29
Effective Early Learning Project, 26
Emilio Reggio approach, 3
Empowerment, 113–114
Enjoyment and fun as essence of homeschooling, 98–99
Exploratory pedagogical orientation, 77
Fado, birthplace of, 180–181
Family Court Advisors, 126–128
Family rules
child-centred approach to parenting, 172
children’s voice in negotiating family rules, 169–170
compliance with ethical standard, 165
methodology, 168
negotiating, 170–172
Feedback Station, 46–48
Fictionalised case study, 130
Forest school (FS), 3, 73–74
child’s voice in education, 73–76
future thoughts, 86–87
insights from forest school research, 79–81
integrating forest school into institutional contexts, 84–86
in mainstream education, 76–78
pedagogy of listening, 82–84
Forest School Association, 82
Formative training, 25
Friendship in context of social distancing and virtual connection, 102–103
General comment 12, 201
Girls and Boys Vote Too’ campaign, 225
Habitus, 114
Haltung, 110–111
Happiness, 117–118
Hierarchies, 190–192
Holistic learning, 116–118
Holistic model, 75–76
Homeschooling, 92
coronavirus stir and mix as context of, 95–98
enjoyment and fun as essence of homeschooling, 98–99
findings, 94–103
friendship in context of social distancing and virtual connection, 102–103
importance of play and connection with nature, 99–102
reflective case study, 93–94
Identity, 214–215
Inclusion, 190–192
Influence, 122–123
Institutions, 12
Intergenerational partnerships
added value of contribution of children and youth, 198–200
assigning seats at tables, 198
call of young people for, 200–201
intergenerational commitment to youth-centred practices, 202
Kindergarten, 27
Learning (see also Professional learning), 48, 53, 56
activity, 76
children, 166–167
context-based approach for professional development, 24
cycle, 26–27
enjoying, 48–51
fostering ongoing dialogue about, 46–47
maths, 51–53
though doing, 187–189
zone, 116–117
Learning Zone Model, 116–118
Lived experiences, 198
Long-term programme, 77
Lundy’s model, 122–124
of Childhood Participation, 225
Mainstream education
forest school in, 76–78
personal case study/reflection, 77–78
Maths, 51–53
Meaningfulness, 206
Metacognition, 41
Metacognitive role model, 56–57
Mouraria, 180
Multi-disciplinary children’s institutional contexts, 87
My Voice Constitutes Change’ project, 225
Negotiation, 167
Nigeria, 168
Ombudsman for Children, 225
Panic zone, 116–117
Parental separation, 122
need to amplify children’s voices of, 124–127
Parenting, 172
Parents, 134
PARTICIPA project, 14–15
Participation, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family, 143
requirement for, 66–67
Participatory childhood pedagogy, 25
Participatory pedagogical approaches, 25
Participatory pedagogies, 30–32
Pedagogical intentionality, 24–29
Pedagogy (see also Social pedagogy), 24, 75–76
of listening, 82–84
Physical education (PE), 3, 61–62
Places for children, 179–180
Play and connection with nature, 99–102
Political efficacy, 210–211
Power, 11
Practitioners, 134
Pre-K, 14–15
Professional, personal and private concept (3P’s concept), 114–115
Professional development, 2
Professional learning
implications for, 56–58
metacognitive role model, 56–57
process, 25
PVTs as prompt for professional reflectivity, 57–58
reality of educational context before, 26–29
Professional reflectivity, PVTs as prompt for, 57–58
Professionals, 12
Prompt Stimulation Video (PSV), 124, 129–131
Protagonism, 226
Psychology, 11
Public, 134
Pupil consultation, 40
Pupil views templates (PVTs), 41, 43
example of completed, 42
fostering ongoing dialogue about learning, 46–47
implications for professional learning, 56–58
introducing and using PVTs with children, 43–44
learning, 48–56
overcoming potential challenges, 44–46
pupil’s experience of differentiation, 52
Pupil voice, 40, 63–64
authentic participants, 67–68
awareness of inequality of power relations and addressing issue, 68–69
establishing practices to support pupil voice in classroom, 64–69
importance, 62–63
pupils determining focus of research, 65
requirement for participation and democratic inclusivity, 66–67
thinking, feeling and knowing, 65–66
unfulfilled promise of ‘listening’ to, 40–41
Pupil Voice Templates (PVT), 2–3
Pupil-led pedagogies, 62–63
Pupils’ perceptions of teaching and learning, 41
Purposeful sampling, 146–147
Reflective case study, 93–94
Reggio Emilia approach, 75–76
Relational practice, 110
Relationships, 114–115
Revoada project, 181
Rich child, 76, 109–110
Rights, 222
Routes of participation, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Academics
, 133–134
Action-research cycle, methodology and design of
, 25–26
Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE)
, 29
Adult-centric practices in education
, 3
Adverse childhood experience (ACE)
, 126–127
Agency
, 93, 143, 146
Audience
, 40, 122–123
Authentic participation
, 64
Authentic pupil voice
, 63
Authentic voice
, 62–63
Authenticity
, 68–69
Bolivian families
, 142
Bricolage approach
, 4, 130–131
Business model
, 74–75
Canadian Council of Young Feminists (CCYF), 209
Chain sampling, 146–147
Change, 210–211
Child agency, 93
Child participation, 92–93
theoretical perspectives on, 92–93
Child Participation Assessment Tool, 14–15
Child to Child principles, 142, 147
Child-centred approach, 40
to parenting, 172
Child-centred practices, 1, 4–5, 9–10, 16, 62, 73–74, 110–111, 178, 220
extending opportunities to promote, 226–227
Child-led forest school programme, 73–74
Child’s voice in education, 73–76
Childhood, 10–11, 73–74, 166, 168
educators, 24–25
participation, 223
studies, 1, 5–6, 143, 206
voices, 122
Children, 134
in families, 169–170
participation, 181
as social actors, 178–179
Children’s perceptions of participation
key findings, 150–157
methodology, 146–149
participation, agency and voice, 143–146
Children’s places, 179–180
Children’s rights, 11
Children’s voices, 2, 9–10, 145
building participatory contexts, 24–29
challenges to consideration of children’s voices in ECEC, 15–16
emergence, 10–12
first evidence of respect for, 32–35
first learning, 29–30
listening to, 12–13
in negotiating family rules, 169–170
participatory pedagogies, 30–32
privileged contexts in, 11–12
reconstruction of images of educator and child, 35
supporting young children’s voices in ECEC settings, 13–15
Chile, 219
extending opportunities to promote child-centred practice, 226–227
fighting for voice, 220–221
recognising existing opportunities of childhood participation in, 224–225
socio-political context in, 222–224
youth protest in, 220
Citizenship, 206–207
Classroom culture, 41
Co-production, 131
bricolage, 130–131
Lundy’s model, 122–124
need to amplify children’s voices of parental separation, 124–127
reflections, 132–133, 135
research design, 127–129
sharing findings with different audiences, 133–134
Comfort zone, 116–117
Communication, 79
Connection with nature, 95
Consultation, 41
Context-based staff development, 25–26
Convention on the Rights of the Child, 11, 201
Conversations, 1, 7–8
Coronavirus stir and mix as context of homeschooling, 95–98
Council of Europe, 11–12
Creating change, 25
Culture of advocacy, 76
Curriculum innovation, 63
Data gathering, 186–187
Decision-making, 93–94, 124–125, 153, 157, 190, 192
Democratic inclusivity, 66–67
Dialogical approach, 93
Diamond Model, 111–112
Discursive intertextuality, 26
Divorce, 122
Early childhood education and care (ECEC), 10
challenges to consideration of children’s voices in, 15–16
professionals, 12
supporting young children’s voices in ECEC settings, 13–15
Education, 2–3, 11, 65, 109–110
child’s voice in, 73–76
Educators’ learning, 24–29
Effective Early Learning Project, 26
Emilio Reggio approach, 3
Empowerment, 113–114
Enjoyment and fun as essence of homeschooling, 98–99
Exploratory pedagogical orientation, 77
Fado, birthplace of, 180–181
Family Court Advisors, 126–128
Family rules
child-centred approach to parenting, 172
children’s voice in negotiating family rules, 169–170
compliance with ethical standard, 165
methodology, 168
negotiating, 170–172
Feedback Station, 46–48
Fictionalised case study, 130
Forest school (FS), 3, 73–74
child’s voice in education, 73–76
future thoughts, 86–87
insights from forest school research, 79–81
integrating forest school into institutional contexts, 84–86
in mainstream education, 76–78
pedagogy of listening, 82–84
Forest School Association, 82
Formative training, 25
Friendship in context of social distancing and virtual connection, 102–103
General comment 12, 201
Girls and Boys Vote Too’ campaign, 225
Habitus, 114
Haltung, 110–111
Happiness, 117–118
Hierarchies, 190–192
Holistic learning, 116–118
Holistic model, 75–76
Homeschooling, 92
coronavirus stir and mix as context of, 95–98
enjoyment and fun as essence of homeschooling, 98–99
findings, 94–103
friendship in context of social distancing and virtual connection, 102–103
importance of play and connection with nature, 99–102
reflective case study, 93–94
Identity, 214–215
Inclusion, 190–192
Influence, 122–123
Institutions, 12
Intergenerational partnerships
added value of contribution of children and youth, 198–200
assigning seats at tables, 198
call of young people for, 200–201
intergenerational commitment to youth-centred practices, 202
Kindergarten, 27
Learning (see also Professional learning), 48, 53, 56
activity, 76
children, 166–167
context-based approach for professional development, 24
cycle, 26–27
enjoying, 48–51
fostering ongoing dialogue about, 46–47
maths, 51–53
though doing, 187–189
zone, 116–117
Learning Zone Model, 116–118
Lived experiences, 198
Long-term programme, 77
Lundy’s model, 122–124
of Childhood Participation, 225
Mainstream education
forest school in, 76–78
personal case study/reflection, 77–78
Maths, 51–53
Meaningfulness, 206
Metacognition, 41
Metacognitive role model, 56–57
Mouraria, 180
Multi-disciplinary children’s institutional contexts, 87
My Voice Constitutes Change’ project, 225
Negotiation, 167
Nigeria, 168
Ombudsman for Children, 225
Panic zone, 116–117
Parental separation, 122
need to amplify children’s voices of, 124–127
Parenting, 172
Parents, 134
PARTICIPA project, 14–15
Participation, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family, 143
requirement for, 66–67
Participatory childhood pedagogy, 25
Participatory pedagogical approaches, 25
Participatory pedagogies, 30–32
Pedagogical intentionality, 24–29
Pedagogy (see also Social pedagogy), 24, 75–76
of listening, 82–84
Physical education (PE), 3, 61–62
Places for children, 179–180
Play and connection with nature, 99–102
Political efficacy, 210–211
Power, 11
Practitioners, 134
Pre-K, 14–15
Professional, personal and private concept (3P’s concept), 114–115
Professional development, 2
Professional learning
implications for, 56–58
metacognitive role model, 56–57
process, 25
PVTs as prompt for professional reflectivity, 57–58
reality of educational context before, 26–29
Professional reflectivity, PVTs as prompt for, 57–58
Professionals, 12
Prompt Stimulation Video (PSV), 124, 129–131
Protagonism, 226
Psychology, 11
Public, 134
Pupil consultation, 40
Pupil views templates (PVTs), 41, 43
example of completed, 42
fostering ongoing dialogue about learning, 46–47
implications for professional learning, 56–58
introducing and using PVTs with children, 43–44
learning, 48–56
overcoming potential challenges, 44–46
pupil’s experience of differentiation, 52
Pupil voice, 40, 63–64
authentic participants, 67–68
awareness of inequality of power relations and addressing issue, 68–69
establishing practices to support pupil voice in classroom, 64–69
importance, 62–63
pupils determining focus of research, 65
requirement for participation and democratic inclusivity, 66–67
thinking, feeling and knowing, 65–66
unfulfilled promise of ‘listening’ to, 40–41
Pupil Voice Templates (PVT), 2–3
Pupil-led pedagogies, 62–63
Pupils’ perceptions of teaching and learning, 41
Purposeful sampling, 146–147
Reflective case study, 93–94
Reggio Emilia approach, 75–76
Relational practice, 110
Relationships, 114–115
Revoada project, 181
Rich child, 76, 109–110
Rights, 222
Routes of participation, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Canadian Council of Young Feminists (CCYF)
, 209
Chain sampling
, 146–147
Change
, 210–211
Child agency
, 93
Child participation
, 92–93
theoretical perspectives on
, 92–93
Child Participation Assessment Tool
, 14–15
Child to Child principles
, 142, 147
Child-centred approach
, 40
to parenting
, 172
Child-centred practices
, 1, 4–5, 9–10, 16, 62, 73–74, 110–111, 178, 220
extending opportunities to promote
, 226–227
Child-led forest school programme
, 73–74
Child’s voice in education
, 73–76
Childhood
, 10–11, 73–74, 166, 168
educators
, 24–25
participation
, 223
studies
, 1, 5–6, 143, 206
voices
, 122
Children
, 134
in families
, 169–170
participation
, 181
as social actors
, 178–179
Children’s perceptions of participation
key findings
, 150–157
methodology
, 146–149
participation, agency and voice
, 143–146
Children’s places
, 179–180
Children’s rights
, 11
Children’s voices
, 2, 9–10, 145
building participatory contexts
, 24–29
challenges to consideration of children’s voices in ECEC
, 15–16
emergence
, 10–12
first evidence of respect for
, 32–35
first learning
, 29–30
listening to
, 12–13
in negotiating family rules
, 169–170
participatory pedagogies
, 30–32
privileged contexts in
, 11–12
reconstruction of images of educator and child
, 35
supporting young children’s voices in ECEC settings
, 13–15
Chile
, 219
extending opportunities to promote child-centred practice
, 226–227
fighting for voice
, 220–221
recognising existing opportunities of childhood participation in
, 224–225
socio-political context in
, 222–224
youth protest in
, 220
Citizenship
, 206–207
Classroom culture
, 41
Co-production
, 131
bricolage
, 130–131
Lundy’s model
, 122–124
need to amplify children’s voices of parental separation
, 124–127
reflections
, 132–133, 135
research design
, 127–129
sharing findings with different audiences
, 133–134
Comfort zone
, 116–117
Communication
, 79
Connection with nature
, 95
Consultation
, 41
Context-based staff development
, 25–26
Convention on the Rights of the Child
, 11, 201
Conversations
, 1, 7–8
Coronavirus stir and mix as context of homeschooling
, 95–98
Council of Europe
, 11–12
Creating change
, 25
Culture of advocacy
, 76
Curriculum innovation
, 63
Data gathering
, 186–187
Decision-making
, 93–94, 124–125, 153, 157, 190, 192
Democratic inclusivity
, 66–67
Dialogical approach
, 93
Diamond Model
, 111–112
Discursive intertextuality
, 26
Divorce
, 122
Early childhood education and care (ECEC), 10
challenges to consideration of children’s voices in, 15–16
professionals, 12
supporting young children’s voices in ECEC settings, 13–15
Education, 2–3, 11, 65, 109–110
child’s voice in, 73–76
Educators’ learning, 24–29
Effective Early Learning Project, 26
Emilio Reggio approach, 3
Empowerment, 113–114
Enjoyment and fun as essence of homeschooling, 98–99
Exploratory pedagogical orientation, 77
Fado, birthplace of, 180–181
Family Court Advisors, 126–128
Family rules
child-centred approach to parenting, 172
children’s voice in negotiating family rules, 169–170
compliance with ethical standard, 165
methodology, 168
negotiating, 170–172
Feedback Station, 46–48
Fictionalised case study, 130
Forest school (FS), 3, 73–74
child’s voice in education, 73–76
future thoughts, 86–87
insights from forest school research, 79–81
integrating forest school into institutional contexts, 84–86
in mainstream education, 76–78
pedagogy of listening, 82–84
Forest School Association, 82
Formative training, 25
Friendship in context of social distancing and virtual connection, 102–103
General comment 12, 201
Girls and Boys Vote Too’ campaign, 225
Habitus, 114
Haltung, 110–111
Happiness, 117–118
Hierarchies, 190–192
Holistic learning, 116–118
Holistic model, 75–76
Homeschooling, 92
coronavirus stir and mix as context of, 95–98
enjoyment and fun as essence of homeschooling, 98–99
findings, 94–103
friendship in context of social distancing and virtual connection, 102–103
importance of play and connection with nature, 99–102
reflective case study, 93–94
Identity, 214–215
Inclusion, 190–192
Influence, 122–123
Institutions, 12
Intergenerational partnerships
added value of contribution of children and youth, 198–200
assigning seats at tables, 198
call of young people for, 200–201
intergenerational commitment to youth-centred practices, 202
Kindergarten, 27
Learning (see also Professional learning), 48, 53, 56
activity, 76
children, 166–167
context-based approach for professional development, 24
cycle, 26–27
enjoying, 48–51
fostering ongoing dialogue about, 46–47
maths, 51–53
though doing, 187–189
zone, 116–117
Learning Zone Model, 116–118
Lived experiences, 198
Long-term programme, 77
Lundy’s model, 122–124
of Childhood Participation, 225
Mainstream education
forest school in, 76–78
personal case study/reflection, 77–78
Maths, 51–53
Meaningfulness, 206
Metacognition, 41
Metacognitive role model, 56–57
Mouraria, 180
Multi-disciplinary children’s institutional contexts, 87
My Voice Constitutes Change’ project, 225
Negotiation, 167
Nigeria, 168
Ombudsman for Children, 225
Panic zone, 116–117
Parental separation, 122
need to amplify children’s voices of, 124–127
Parenting, 172
Parents, 134
PARTICIPA project, 14–15
Participation, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family, 143
requirement for, 66–67
Participatory childhood pedagogy, 25
Participatory pedagogical approaches, 25
Participatory pedagogies, 30–32
Pedagogical intentionality, 24–29
Pedagogy (see also Social pedagogy), 24, 75–76
of listening, 82–84
Physical education (PE), 3, 61–62
Places for children, 179–180
Play and connection with nature, 99–102
Political efficacy, 210–211
Power, 11
Practitioners, 134
Pre-K, 14–15
Professional, personal and private concept (3P’s concept), 114–115
Professional development, 2
Professional learning
implications for, 56–58
metacognitive role model, 56–57
process, 25
PVTs as prompt for professional reflectivity, 57–58
reality of educational context before, 26–29
Professional reflectivity, PVTs as prompt for, 57–58
Professionals, 12
Prompt Stimulation Video (PSV), 124, 129–131
Protagonism, 226
Psychology, 11
Public, 134
Pupil consultation, 40
Pupil views templates (PVTs), 41, 43
example of completed, 42
fostering ongoing dialogue about learning, 46–47
implications for professional learning, 56–58
introducing and using PVTs with children, 43–44
learning, 48–56
overcoming potential challenges, 44–46
pupil’s experience of differentiation, 52
Pupil voice, 40, 63–64
authentic participants, 67–68
awareness of inequality of power relations and addressing issue, 68–69
establishing practices to support pupil voice in classroom, 64–69
importance, 62–63
pupils determining focus of research, 65
requirement for participation and democratic inclusivity, 66–67
thinking, feeling and knowing, 65–66
unfulfilled promise of ‘listening’ to, 40–41
Pupil Voice Templates (PVT), 2–3
Pupil-led pedagogies, 62–63
Pupils’ perceptions of teaching and learning, 41
Purposeful sampling, 146–147
Reflective case study, 93–94
Reggio Emilia approach, 75–76
Relational practice, 110
Relationships, 114–115
Revoada project, 181
Rich child, 76, 109–110
Rights, 222
Routes of participation, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Early childhood education and care (ECEC)
, 10
challenges to consideration of children’s voices in
, 15–16
professionals
, 12
supporting young children’s voices in ECEC settings
, 13–15
Education
, 2–3, 11, 65, 109–110
child’s voice in
, 73–76
Educators’ learning
, 24–29
Effective Early Learning Project
, 26
Emilio Reggio approach
, 3
Empowerment
, 113–114
Enjoyment and fun as essence of homeschooling
, 98–99
Exploratory pedagogical orientation
, 77
Fado, birthplace of
, 180–181
Family Court Advisors
, 126–128
Family rules
child-centred approach to parenting
, 172
children’s voice in negotiating family rules
, 169–170
compliance with ethical standard
, 165
methodology
, 168
negotiating
, 170–172
Feedback Station
, 46–48
Fictionalised case study
, 130
Forest school (FS)
, 3, 73–74
child’s voice in education
, 73–76
future thoughts
, 86–87
insights from forest school research
, 79–81
integrating forest school into institutional contexts
, 84–86
in mainstream education
, 76–78
pedagogy of listening
, 82–84
Forest School Association
, 82
Formative training
, 25
Friendship in context of social distancing and virtual connection
, 102–103
General comment 12, 201
Girls and Boys Vote Too’ campaign, 225
Habitus, 114
Haltung, 110–111
Happiness, 117–118
Hierarchies, 190–192
Holistic learning, 116–118
Holistic model, 75–76
Homeschooling, 92
coronavirus stir and mix as context of, 95–98
enjoyment and fun as essence of homeschooling, 98–99
findings, 94–103
friendship in context of social distancing and virtual connection, 102–103
importance of play and connection with nature, 99–102
reflective case study, 93–94
Identity, 214–215
Inclusion, 190–192
Influence, 122–123
Institutions, 12
Intergenerational partnerships
added value of contribution of children and youth, 198–200
assigning seats at tables, 198
call of young people for, 200–201
intergenerational commitment to youth-centred practices, 202
Kindergarten, 27
Learning (see also Professional learning), 48, 53, 56
activity, 76
children, 166–167
context-based approach for professional development, 24
cycle, 26–27
enjoying, 48–51
fostering ongoing dialogue about, 46–47
maths, 51–53
though doing, 187–189
zone, 116–117
Learning Zone Model, 116–118
Lived experiences, 198
Long-term programme, 77
Lundy’s model, 122–124
of Childhood Participation, 225
Mainstream education
forest school in, 76–78
personal case study/reflection, 77–78
Maths, 51–53
Meaningfulness, 206
Metacognition, 41
Metacognitive role model, 56–57
Mouraria, 180
Multi-disciplinary children’s institutional contexts, 87
My Voice Constitutes Change’ project, 225
Negotiation, 167
Nigeria, 168
Ombudsman for Children, 225
Panic zone, 116–117
Parental separation, 122
need to amplify children’s voices of, 124–127
Parenting, 172
Parents, 134
PARTICIPA project, 14–15
Participation, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family, 143
requirement for, 66–67
Participatory childhood pedagogy, 25
Participatory pedagogical approaches, 25
Participatory pedagogies, 30–32
Pedagogical intentionality, 24–29
Pedagogy (see also Social pedagogy), 24, 75–76
of listening, 82–84
Physical education (PE), 3, 61–62
Places for children, 179–180
Play and connection with nature, 99–102
Political efficacy, 210–211
Power, 11
Practitioners, 134
Pre-K, 14–15
Professional, personal and private concept (3P’s concept), 114–115
Professional development, 2
Professional learning
implications for, 56–58
metacognitive role model, 56–57
process, 25
PVTs as prompt for professional reflectivity, 57–58
reality of educational context before, 26–29
Professional reflectivity, PVTs as prompt for, 57–58
Professionals, 12
Prompt Stimulation Video (PSV), 124, 129–131
Protagonism, 226
Psychology, 11
Public, 134
Pupil consultation, 40
Pupil views templates (PVTs), 41, 43
example of completed, 42
fostering ongoing dialogue about learning, 46–47
implications for professional learning, 56–58
introducing and using PVTs with children, 43–44
learning, 48–56
overcoming potential challenges, 44–46
pupil’s experience of differentiation, 52
Pupil voice, 40, 63–64
authentic participants, 67–68
awareness of inequality of power relations and addressing issue, 68–69
establishing practices to support pupil voice in classroom, 64–69
importance, 62–63
pupils determining focus of research, 65
requirement for participation and democratic inclusivity, 66–67
thinking, feeling and knowing, 65–66
unfulfilled promise of ‘listening’ to, 40–41
Pupil Voice Templates (PVT), 2–3
Pupil-led pedagogies, 62–63
Pupils’ perceptions of teaching and learning, 41
Purposeful sampling, 146–147
Reflective case study, 93–94
Reggio Emilia approach, 75–76
Relational practice, 110
Relationships, 114–115
Revoada project, 181
Rich child, 76, 109–110
Rights, 222
Routes of participation, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
General comment 12
, 201
Girls and Boys Vote Too’ campaign
, 225
Habitus
, 114
Haltung
, 110–111
Happiness
, 117–118
Hierarchies
, 190–192
Holistic learning
, 116–118
Holistic model
, 75–76
Homeschooling
, 92
coronavirus stir and mix as context of
, 95–98
enjoyment and fun as essence of homeschooling
, 98–99
findings
, 94–103
friendship in context of social distancing and virtual connection
, 102–103
importance of play and connection with nature
, 99–102
reflective case study
, 93–94
Identity, 214–215
Inclusion, 190–192
Influence, 122–123
Institutions, 12
Intergenerational partnerships
added value of contribution of children and youth, 198–200
assigning seats at tables, 198
call of young people for, 200–201
intergenerational commitment to youth-centred practices, 202
Kindergarten, 27
Learning (see also Professional learning), 48, 53, 56
activity, 76
children, 166–167
context-based approach for professional development, 24
cycle, 26–27
enjoying, 48–51
fostering ongoing dialogue about, 46–47
maths, 51–53
though doing, 187–189
zone, 116–117
Learning Zone Model, 116–118
Lived experiences, 198
Long-term programme, 77
Lundy’s model, 122–124
of Childhood Participation, 225
Mainstream education
forest school in, 76–78
personal case study/reflection, 77–78
Maths, 51–53
Meaningfulness, 206
Metacognition, 41
Metacognitive role model, 56–57
Mouraria, 180
Multi-disciplinary children’s institutional contexts, 87
My Voice Constitutes Change’ project, 225
Negotiation, 167
Nigeria, 168
Ombudsman for Children, 225
Panic zone, 116–117
Parental separation, 122
need to amplify children’s voices of, 124–127
Parenting, 172
Parents, 134
PARTICIPA project, 14–15
Participation, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family, 143
requirement for, 66–67
Participatory childhood pedagogy, 25
Participatory pedagogical approaches, 25
Participatory pedagogies, 30–32
Pedagogical intentionality, 24–29
Pedagogy (see also Social pedagogy), 24, 75–76
of listening, 82–84
Physical education (PE), 3, 61–62
Places for children, 179–180
Play and connection with nature, 99–102
Political efficacy, 210–211
Power, 11
Practitioners, 134
Pre-K, 14–15
Professional, personal and private concept (3P’s concept), 114–115
Professional development, 2
Professional learning
implications for, 56–58
metacognitive role model, 56–57
process, 25
PVTs as prompt for professional reflectivity, 57–58
reality of educational context before, 26–29
Professional reflectivity, PVTs as prompt for, 57–58
Professionals, 12
Prompt Stimulation Video (PSV), 124, 129–131
Protagonism, 226
Psychology, 11
Public, 134
Pupil consultation, 40
Pupil views templates (PVTs), 41, 43
example of completed, 42
fostering ongoing dialogue about learning, 46–47
implications for professional learning, 56–58
introducing and using PVTs with children, 43–44
learning, 48–56
overcoming potential challenges, 44–46
pupil’s experience of differentiation, 52
Pupil voice, 40, 63–64
authentic participants, 67–68
awareness of inequality of power relations and addressing issue, 68–69
establishing practices to support pupil voice in classroom, 64–69
importance, 62–63
pupils determining focus of research, 65
requirement for participation and democratic inclusivity, 66–67
thinking, feeling and knowing, 65–66
unfulfilled promise of ‘listening’ to, 40–41
Pupil Voice Templates (PVT), 2–3
Pupil-led pedagogies, 62–63
Pupils’ perceptions of teaching and learning, 41
Purposeful sampling, 146–147
Reflective case study, 93–94
Reggio Emilia approach, 75–76
Relational practice, 110
Relationships, 114–115
Revoada project, 181
Rich child, 76, 109–110
Rights, 222
Routes of participation, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Identity
, 214–215
Inclusion
, 190–192
Influence
, 122–123
Institutions
, 12
Intergenerational partnerships
added value of contribution of children and youth
, 198–200
assigning seats at tables
, 198
call of young people for
, 200–201
intergenerational commitment to youth-centred practices
, 202
Kindergarten
, 27
Learning (see also Professional learning), 48, 53, 56
activity, 76
children, 166–167
context-based approach for professional development, 24
cycle, 26–27
enjoying, 48–51
fostering ongoing dialogue about, 46–47
maths, 51–53
though doing, 187–189
zone, 116–117
Learning Zone Model, 116–118
Lived experiences, 198
Long-term programme, 77
Lundy’s model, 122–124
of Childhood Participation, 225
Mainstream education
forest school in, 76–78
personal case study/reflection, 77–78
Maths, 51–53
Meaningfulness, 206
Metacognition, 41
Metacognitive role model, 56–57
Mouraria, 180
Multi-disciplinary children’s institutional contexts, 87
My Voice Constitutes Change’ project, 225
Negotiation, 167
Nigeria, 168
Ombudsman for Children, 225
Panic zone, 116–117
Parental separation, 122
need to amplify children’s voices of, 124–127
Parenting, 172
Parents, 134
PARTICIPA project, 14–15
Participation, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family, 143
requirement for, 66–67
Participatory childhood pedagogy, 25
Participatory pedagogical approaches, 25
Participatory pedagogies, 30–32
Pedagogical intentionality, 24–29
Pedagogy (see also Social pedagogy), 24, 75–76
of listening, 82–84
Physical education (PE), 3, 61–62
Places for children, 179–180
Play and connection with nature, 99–102
Political efficacy, 210–211
Power, 11
Practitioners, 134
Pre-K, 14–15
Professional, personal and private concept (3P’s concept), 114–115
Professional development, 2
Professional learning
implications for, 56–58
metacognitive role model, 56–57
process, 25
PVTs as prompt for professional reflectivity, 57–58
reality of educational context before, 26–29
Professional reflectivity, PVTs as prompt for, 57–58
Professionals, 12
Prompt Stimulation Video (PSV), 124, 129–131
Protagonism, 226
Psychology, 11
Public, 134
Pupil consultation, 40
Pupil views templates (PVTs), 41, 43
example of completed, 42
fostering ongoing dialogue about learning, 46–47
implications for professional learning, 56–58
introducing and using PVTs with children, 43–44
learning, 48–56
overcoming potential challenges, 44–46
pupil’s experience of differentiation, 52
Pupil voice, 40, 63–64
authentic participants, 67–68
awareness of inequality of power relations and addressing issue, 68–69
establishing practices to support pupil voice in classroom, 64–69
importance, 62–63
pupils determining focus of research, 65
requirement for participation and democratic inclusivity, 66–67
thinking, feeling and knowing, 65–66
unfulfilled promise of ‘listening’ to, 40–41
Pupil Voice Templates (PVT), 2–3
Pupil-led pedagogies, 62–63
Pupils’ perceptions of teaching and learning, 41
Purposeful sampling, 146–147
Reflective case study, 93–94
Reggio Emilia approach, 75–76
Relational practice, 110
Relationships, 114–115
Revoada project, 181
Rich child, 76, 109–110
Rights, 222
Routes of participation, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Learning (see also Professional learning)
, 48, 53, 56
activity
, 76
children
, 166–167
context-based approach for professional development
, 24
cycle
, 26–27
enjoying
, 48–51
fostering ongoing dialogue about
, 46–47
maths
, 51–53
though doing
, 187–189
zone
, 116–117
Learning Zone Model
, 116–118
Lived experiences
, 198
Long-term programme
, 77
Lundy’s model
, 122–124
of Childhood Participation
, 225
Mainstream education
forest school in
, 76–78
personal case study/reflection
, 77–78
Maths
, 51–53
Meaningfulness
, 206
Metacognition
, 41
Metacognitive role model
, 56–57
Mouraria
, 180
Multi-disciplinary children’s institutional contexts
, 87
My Voice Constitutes Change’ project
, 225
Negotiation, 167
Nigeria, 168
Ombudsman for Children, 225
Panic zone, 116–117
Parental separation, 122
need to amplify children’s voices of, 124–127
Parenting, 172
Parents, 134
PARTICIPA project, 14–15
Participation, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family, 143
requirement for, 66–67
Participatory childhood pedagogy, 25
Participatory pedagogical approaches, 25
Participatory pedagogies, 30–32
Pedagogical intentionality, 24–29
Pedagogy (see also Social pedagogy), 24, 75–76
of listening, 82–84
Physical education (PE), 3, 61–62
Places for children, 179–180
Play and connection with nature, 99–102
Political efficacy, 210–211
Power, 11
Practitioners, 134
Pre-K, 14–15
Professional, personal and private concept (3P’s concept), 114–115
Professional development, 2
Professional learning
implications for, 56–58
metacognitive role model, 56–57
process, 25
PVTs as prompt for professional reflectivity, 57–58
reality of educational context before, 26–29
Professional reflectivity, PVTs as prompt for, 57–58
Professionals, 12
Prompt Stimulation Video (PSV), 124, 129–131
Protagonism, 226
Psychology, 11
Public, 134
Pupil consultation, 40
Pupil views templates (PVTs), 41, 43
example of completed, 42
fostering ongoing dialogue about learning, 46–47
implications for professional learning, 56–58
introducing and using PVTs with children, 43–44
learning, 48–56
overcoming potential challenges, 44–46
pupil’s experience of differentiation, 52
Pupil voice, 40, 63–64
authentic participants, 67–68
awareness of inequality of power relations and addressing issue, 68–69
establishing practices to support pupil voice in classroom, 64–69
importance, 62–63
pupils determining focus of research, 65
requirement for participation and democratic inclusivity, 66–67
thinking, feeling and knowing, 65–66
unfulfilled promise of ‘listening’ to, 40–41
Pupil Voice Templates (PVT), 2–3
Pupil-led pedagogies, 62–63
Pupils’ perceptions of teaching and learning, 41
Purposeful sampling, 146–147
Reflective case study, 93–94
Reggio Emilia approach, 75–76
Relational practice, 110
Relationships, 114–115
Revoada project, 181
Rich child, 76, 109–110
Rights, 222
Routes of participation, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Negotiation
, 167
Nigeria
, 168
Ombudsman for Children
, 225
Panic zone, 116–117
Parental separation, 122
need to amplify children’s voices of, 124–127
Parenting, 172
Parents, 134
PARTICIPA project, 14–15
Participation, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family, 143
requirement for, 66–67
Participatory childhood pedagogy, 25
Participatory pedagogical approaches, 25
Participatory pedagogies, 30–32
Pedagogical intentionality, 24–29
Pedagogy (see also Social pedagogy), 24, 75–76
of listening, 82–84
Physical education (PE), 3, 61–62
Places for children, 179–180
Play and connection with nature, 99–102
Political efficacy, 210–211
Power, 11
Practitioners, 134
Pre-K, 14–15
Professional, personal and private concept (3P’s concept), 114–115
Professional development, 2
Professional learning
implications for, 56–58
metacognitive role model, 56–57
process, 25
PVTs as prompt for professional reflectivity, 57–58
reality of educational context before, 26–29
Professional reflectivity, PVTs as prompt for, 57–58
Professionals, 12
Prompt Stimulation Video (PSV), 124, 129–131
Protagonism, 226
Psychology, 11
Public, 134
Pupil consultation, 40
Pupil views templates (PVTs), 41, 43
example of completed, 42
fostering ongoing dialogue about learning, 46–47
implications for professional learning, 56–58
introducing and using PVTs with children, 43–44
learning, 48–56
overcoming potential challenges, 44–46
pupil’s experience of differentiation, 52
Pupil voice, 40, 63–64
authentic participants, 67–68
awareness of inequality of power relations and addressing issue, 68–69
establishing practices to support pupil voice in classroom, 64–69
importance, 62–63
pupils determining focus of research, 65
requirement for participation and democratic inclusivity, 66–67
thinking, feeling and knowing, 65–66
unfulfilled promise of ‘listening’ to, 40–41
Pupil Voice Templates (PVT), 2–3
Pupil-led pedagogies, 62–63
Pupils’ perceptions of teaching and learning, 41
Purposeful sampling, 146–147
Reflective case study, 93–94
Reggio Emilia approach, 75–76
Relational practice, 110
Relationships, 114–115
Revoada project, 181
Rich child, 76, 109–110
Rights, 222
Routes of participation, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Panic zone
, 116–117
Parental separation
, 122
need to amplify children’s voices of
, 124–127
Parenting
, 172
Parents
, 134
PARTICIPA project
, 14–15
Participation
, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219
in family
, 143
requirement for
, 66–67
Participatory childhood pedagogy
, 25
Participatory pedagogical approaches
, 25
Participatory pedagogies
, 30–32
Pedagogical intentionality
, 24–29
Pedagogy (see also Social pedagogy)
, 24, 75–76
of listening
, 82–84
Physical education (PE)
, 3, 61–62
Places for children
, 179–180
Play and connection with nature
, 99–102
Political efficacy
, 210–211
Power
, 11
Practitioners
, 134
Pre-K
, 14–15
Professional, personal and private concept (3P’s concept)
, 114–115
Professional development
, 2
Professional learning
implications for
, 56–58
metacognitive role model
, 56–57
process
, 25
PVTs as prompt for professional reflectivity
, 57–58
reality of educational context before
, 26–29
Professional reflectivity, PVTs as prompt for
, 57–58
Professionals
, 12
Prompt Stimulation Video (PSV)
, 124, 129–131
Protagonism
, 226
Psychology
, 11
Public
, 134
Pupil consultation
, 40
Pupil views templates (PVTs)
, 41, 43
example of completed
, 42
fostering ongoing dialogue about learning
, 46–47
implications for professional learning
, 56–58
introducing and using PVTs with children
, 43–44
learning
, 48–56
overcoming potential challenges
, 44–46
pupil’s experience of differentiation
, 52
Pupil voice
, 40, 63–64
authentic participants
, 67–68
awareness of inequality of power relations and addressing issue
, 68–69
establishing practices to support pupil voice in classroom
, 64–69
importance
, 62–63
pupils determining focus of research
, 65
requirement for participation and democratic inclusivity
, 66–67
thinking, feeling and knowing
, 65–66
unfulfilled promise of ‘listening’ to
, 40–41
Pupil Voice Templates (PVT)
, 2–3
Pupil-led pedagogies
, 62–63
Pupils’ perceptions of teaching and learning
, 41
Purposeful sampling
, 146–147
Reflective case study
, 93–94
Reggio Emilia approach
, 75–76
Relational practice
, 110
Relationships
, 114–115
Revoada project
, 181
Rich child
, 76, 109–110
Rights
, 222
Routes of participation
, 147–149
Saskia, analysis using Diamond Model to support, 113–117
empowerment, 113–114
holistic learning, 116–117
relationships, 114–115
Scepticism, 15
Schooling, 74–75
Schools, 61–62, 73–74
Shared decision-making, 180
children as social actors, 178–179
context, 180–187
data gathering, 186–187
deep process, 192
findings, 187–192
places for children and children’s places, 179–180
research, project and sessions, 181
sessions developed and evolved, 181–186
Snowball sampling, 146–147
Social pedagogy, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia, 113–117
case study review, 117–118
haltung, 110–111
participation and, 111–112
Social policy, 11
Social space for children’s participation, 93
Socialisation, 166–167
Sociology of childhood, 167
Space, 40, 122–123
Student voice, 63–64
SurveyMonkey, 4, 130
Trust-based relationships, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Saskia, analysis using Diamond Model to support
, 113–117
empowerment
, 113–114
holistic learning
, 116–117
relationships
, 114–115
Scepticism
, 15
Schooling
, 74–75
Schools
, 61–62, 73–74
Shared decision-making
, 180
children as social actors
, 178–179
context
, 180–187
data gathering
, 186–187
deep process
, 192
findings
, 187–192
places for children and children’s places
, 179–180
research, project and sessions
, 181
sessions developed and evolved
, 181–186
Snowball sampling
, 146–147
Social pedagogy
, 11, 75–76, 109–110
analysis using Diamond Model to support Saskia
, 113–117
case study review
, 117–118
haltung
, 110–111
participation and
, 111–112
Social policy
, 11
Social space for children’s participation
, 93
Socialisation
, 166–167
Sociology of childhood
, 167
Space
, 40, 122–123
Student voice
, 63–64
SurveyMonkey
, 4, 130
Trust-based relationships
, 2
United Nations Convention of the Rights of the Child (UNCRC), 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network, 189–190
Value of opportunity, 209–210
Value social pedagogy, 4
Virtual learning environment (VLE), 129
Voice, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
United Nations Convention of the Rights of the Child (UNCRC)
, 2, 40, 92–93, 142–143, 178, 212
Value of being part of educational network
, 189–190
Value of opportunity
, 209–210
Value social pedagogy
, 4
Virtual learning environment (VLE)
, 129
Voice
, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213
fighting for
, 220–221
Well-being, 94, 117–118
World congress justice with children, 198
Yoruba culture, 167
Young children’s engagement, 93
Young people, 122
Younger siblings, helping with daily domestic chores and taking care of, 150–153
Youth political participation
case study, 208–215
creating space for change, 206–207
idea, 205–206
methods, 207–208
thinking, 207
Youth protest in Chile, 220
Youth-centred practices, intergenerational commitment to, 202
Youth-centred research initiative, 6
YouTube, 4
Well-being
, 94, 117–118
World congress justice with children
, 198
Yoruba culture
, 167
Young children’s engagement
, 93
Young people
, 122
Younger siblings, helping with daily domestic chores and taking care of
, 150–153
Youth political participation
case study
, 208–215
creating space for change
, 206–207
idea
, 205–206
methods
, 207–208
thinking
, 207
Youth protest in Chile
, 220
Youth-centred practices, intergenerational commitment to
, 202
Youth-centred research initiative
, 6
YouTube
, 4
- Prelims
- Chapter 1 Extending the Conversation
- Chapter 2 Children's Voices in Early Childhood Education and Care
- Chapter 3 Children's Voice in Praxiological Transformation
- Chapter 4 Using Pupil Views Templates to Explore Children's Experiences of Teaching and Learning
- Chapter 5 Engaging Authentic Pupil Voice in Schools
- Chapter 6 Hearing Children's Voices in the Forest
- Chapter 7 Young Children's Participation in Homeschooling During the Covid-19 Pandemic: A Reflective Case Study From England
- Chapter 8 Reclaiming Agency: A Social Pedagogical Orientation to Child-Centred Practice
- Chapter 9 Co-Production in Creative Design to Amplify Childhood Voices of Parental Separation
- Chapter 10 Children's Perceptions of Participation Within Their Families: Listening to Children of Bolivian Families Living in Madrid
- Chapter 11 Children and Negotiation of Family Rules in Ibadan, Nigeria
- Chapter 12 Shared Decision-Making Processes in a Contemporary Urban Art Project and Its Impact on Children
- Chapter 13 The ‘Added Value’ of the Youth Contribution and the Call of Young People for Intergenerational Partnerships: Reflections From the 2021 World Congress for Justice With Children
- Chapter 14 Youth Political Participation in the Canadian Senate: Discussions With the Vote 16 Steering Group
- Chapter 15 Childhood Participation in Chile: Debts and Opportunities From Child Protagonism
- Index