Children's participation rights in early childhood education and care: the case of early literacy learning and pedagogy

This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participa...

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Bibliographic Details
Published in:International journal of early years education 2012-01, Vol.20 (3), p.290-299
Main Author: Dunphy, Elizabeth
Format: Article
Language:English
Subjects:
Child Care
children's participation
children's perspectives
Early Childhood Education
early literacy
Emergent Literacy
Foreign Countries
Human rights
Literacy
Literacy Education
multimodal representations
Participation
Pedagogy
Student Attitudes
Student Interests
Student Participation
Student Rights
Teaching Methods
United Kingdom
Young Children
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Summary:This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participation rights in early childhood education and care. Drawing on ideas such as guided participation and Bruner's notion of a pedagogy of mutuality, it is argued that pedagogy, as it is now understood, implies that children's participation is central to the task of teaching. It is also argued that explicit articulation of the concept of joint participation in relation to literacy curricula and pedagogy in early childhood is warranted. The latter part of the article raises the issue of the diversity of children's perspectives of literacy learning and pedagogy. There follows a discussion of some of the issues related to working with young children's perspectives on literacy.
ISSN:0966-9760
1469-8463
DOI:10.1080/09669760.2012.716700