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Children’s perspectives on quality in ECEC as a specific form of participation

  • In this paper, we want to present research on children’s perspectives in the context of participation. We emphasize that the survey of children's perspectives is a form of participation. We understand participation based on children’s rights. We refer to the Lundy model ([2007]. “‘Voice’ Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child.” British Educational Research Journal 33 (6): 927–942. https://doi.org/10.1080/01411920701657033), which emphasizes that it is not enough to simply ask children to speak their minds. Rather, they also need the experience that their views have an influence. In the discourse on quality in ECEC, children's perspectives became only recently the focus of extended research. In evaluation instruments, at least in Germany, the inclusion of children’s perspectives is rare. In the study presented here, these two aspects are brought together using the example of the evaluation instrument QuaSi. We describe how children's perspectives are taken into account inIn this paper, we want to present research on children’s perspectives in the context of participation. We emphasize that the survey of children's perspectives is a form of participation. We understand participation based on children’s rights. We refer to the Lundy model ([2007]. “‘Voice’ Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child.” British Educational Research Journal 33 (6): 927–942. https://doi.org/10.1080/01411920701657033), which emphasizes that it is not enough to simply ask children to speak their minds. Rather, they also need the experience that their views have an influence. In the discourse on quality in ECEC, children's perspectives became only recently the focus of extended research. In evaluation instruments, at least in Germany, the inclusion of children’s perspectives is rare. In the study presented here, these two aspects are brought together using the example of the evaluation instrument QuaSi. We describe how children's perspectives are taken into account in the evaluation and feedback process in contrast to everyday life in ECEC centres. It becomes clear that the collection of children's perspectives and their feedback to the pedagogues in the centre does not automatically lead to their views influencing the quality of the centre.zeige mehrzeige weniger

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Metadaten
Verfasserangaben:Katrin MachaORCiDGND, Mathias Urban, Jan LonnemannORCiDGND, Caroline Wronski, Frauke HildebrandtORCiDGND
DOI:https://doi.org/10.1080/09669760.2023.2299267
ISSN:0966-9760
ISSN:1469-8463
Titel des übergeordneten Werkes (Englisch):International Journal of Early Years Education
Verlag:Taylor and Francis
Verlagsort:London
Dokumentart:Wissenschaftlicher Artikel
Sprache:Englisch
Jahr der Erstveröffentlichung:2023
Veröffentlichende Institution:Fachhochschule Potsdam
Datum der Freischaltung:08.01.2024
GND-Schlagwort:Partizipation; Kind; Menschenrecht
Jahrgang:32
Ausgabe / Heft:1
Erste Seite:246
Letzte Seite:260
Fachbereiche und Zentrale Einrichtungen:FB1 Sozial- und Bildungswissenschaften
Forschungs- und An-Institute / Inst. für angewandte Forschung Urbane Zukunft (IaF)
DDC-Klassifikation:300 Sozialwissenschaften / 370 Bildung und Erziehung
Lizenz (Deutsch):License LogoCreative Commons - CC BY - Namensnennung 4.0 International
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