Young children's perceptions of their classroom environment: perspectives from England and India

This chapter explores the use of different participatory methods to enable us to understand children’s perceptions of their school experience. It is based on a study carried out with 12 5–6-year-old children from a primary school in south-east England and 15 5–6-year-old children from a school in northern India. The chapter’s aims are twofold: first, to discuss the use of qualitative participatory methods –children’s drawings, children’s pair interviews and photographic/video evidence of different areas of the class/setting, taken/videoed by children themselves – as a means to understand children’s perceptions of their classroom experience and, second, to interpret children’s meaning making of their classroom experience using the cultural-historical framework of understanding human behaviour

Creative Writing through the Arts 2016-19 End of Year Report 2018

This report provides an insight into the Creative Writing through the Arts project activities in the school year from 2017-18 and presents key findings from this second year of the three year project

Towards a New Pedagogy of Grandparenting: Proposing a Participatory Project

Grandparents often influence their grandchildren’s lives, with opportunities for mutual learning. Despite interdisciplinary research on grandparenting, little research is undertaken with grandparents. Inspired by relational pedagogy, participatory research and transformative learning, we propose an arts-based project with grandparents as co-researchers. Grandparents may engage in two forms of Working Group: in a drama learning space and/or in visual and language-based activities. In these Working Groups, grandparents will reflect upon their roles. A Research Group of grandparents will work with researchers to analyse data from the workshops and disseminate findings. We anticipate co-creation of new understandings of contemporary grandparenting

The role of grandparents in early education and care in the 21st century: a thematic literature review of the UK research landscape

In recent years there has been increased interest in undertaking research about grandparents in different contexts and across a variety of academic disciplines. Although the role of grandparents as pivotal figures is often recognised, these roles are frequently taken for granted in the field of early childhood education and care. There is little mention of the vital roles that they may play in partnerships between families and early years settings or schools. This paper presents a literature review on grandparent roles in the 21st century in the UK. Four EBSCO education and child development databases, set keywords, and clear inclusion/exclusion criteria were used. Forty-one peer-reviewed articles published between 2000 and 2023 were selected and a qualitative thematic analysis undertaken, which identified three main themes: 1) intergenerational learning; 2) social and cultural influences; and 3) support for families. Findings highlight the significant and multifaceted place of grandparents as supporters and mediators of culture within contemporary families, education and care settings, and different ecosystems inhabited by the grandchildren. By exploring various ways in which grandparents contribute to family functioning, this review offers important insights for educare professionals, including nannies and childminders, as well as for policymakers, about the possibility of establishing synergistic partnerships with grandparents

Educating the youngest citizens – possibilities for early childhood education and care, in England

In this article we explore the notion of young children as citizens and the implications of this for early childhood education and care (ECEC). Citizenship has a place in the National Curriculum, in England, and is compulsory for pupils aged 11-16 years. In the Early Years Foundation Stage (EYFS) curriculum, for children aged from 0-5 years, there is no mention of citizenship. This may be attributed to views of childhood as a time of innocence together with a perception that young children lack the ability to cope with complex concepts. This contrasts with research demonstrating young children's capacity and agency to engage with issues that affect them as present and future citizens. Whilst citizenship goes unmentioned, there is a Government requirement to communicate "British Values." These values of "democracy, rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs" are said to be implicitly embedded in the EYFS and inspection procedures are in place to ensure providers' compliance. Within this context, we draw upon theory and research to advocate and argue for democratic ECEC that shows the youngest citizens respect in six key ways: i) seeing and valuing the whole person and encouraging appreciation of diversity; ii) upholding individual and collective rights and enabling participation; iii) encouraging critical and creative thinking; iv) promoting equity and social justice; v) fostering peace and conflict resolution; and vi) challenging consumerism and encouraging action for sustainability. Each of these is discussed to propose pedagogies of citizenship for ECEC

Young children's perceptions of their school experience: a comparative study between England and India

The research aimed at exploring young children's perceptions of their school experience using three different (but interrelated) theoretical perspectives: the interactionist, systemic and socio-cultural perspectives. Twelve five-six year old children from a state funded primary school in south-east England and fifteen five-six year old children from a university campus school in north India formed the sample for the study. Three different methods for collecting qualitative data were used: (a) children's drawings (b) children's paired interviews and (c) photographic/video evidence of different areas of the class/setting, taken/videoed by children themselves. Findings from England and India, both, revealed similar results that children liked coming to school and enjoyed doing a range of activities with their teacher(s) and friends. They however, wanted to spend more time outside. Their perceptions of why they attend school ranged from adult-imposed reasons to those which might be of benefit to themselves. The main difference between the two groups was in their perceptions of the outside space and the use of school facilities. These differences could be attributed to the different socio-cultural and economic state of the settings in respective countries. These differences are understood and discussed in relation to different theoretical perspectives, as mentioned earlier

Look Who’s Talking: Eliciting the Voices of Children from Birth to Seven

First paragraph: Look who’s talking: Eliciting the voices of children from birth to seven was an international seminar series funded by the University of Strathclyde, Glasgow, Scotland, that brought together researchers and practitioners who work with young children (birth to seven) to give and support ‘voice’ in respect to different aspects of their lived experience; in other words, to elicit voice. The intention was to create a space for individuals working in this relatively underdeveloped field to work in a collaborative process, engaging with associated theory and practice. The aims of the seminars were: to move debate forwards; to develop guidelines and provocations for practice; and to advance understandings of the affordances and constraints on the implementation of Article 12 of the UNCRC with young children. The series comprises two seminars, one in January and one in June 2017, each of three and a half days duration. The first focused predominantly on mapping the field, sharing and discussing experiences and practices and exploring the affordances and constraints of eliciting the voices of those aged seven and under. It is this seminar on which this submission focuses. The second, held in June 2017, aimed to synthesise participants’ thinking and identify the needs and opportunities for development within the field

Look who’s talking: Factors for considering the facilitation of very young children’s voices

Grounded in children’s rights, this article advances understanding of the affordances and constraints in implementing Article 12 of the United Nations Convention on the Rights of the Child in educational settings with young children – those under 7. It starts from the premise that if we are to foster democratic skills and understanding in children and young people, we need to develop practices that support this from the earliest age. The article presents the outcomes of a seminar series facilitating dialogue among international academics working in the field and a range of early years practitioners. This opportunity for extended dialogue led to the development of a rich and sophisticated conceptual clarity about the factors that need to be considered if Article 12 is to be realised with very young children. Eight factors were identified as pivotal for consideration when facilitating voices with this age group: definition; power; inclusivity; listening; time and space; approaches; processes; and purposes. This article explores each in turn and proposes a series of provocations and questions designed to support practitioners in their endeavour to elicit young children’s voices