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.…
Verfasserangaben: | Katrin MachaORCiDGND, Mathias Urban, Jan LonnemannORCiDGND, Caroline Wronski, Frauke HildebrandtORCiDGND |
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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): | Creative Commons - CC BY - Namensnennung 4.0 International |