Most of the Time we are Taking Decisions for Children

N. Shaik
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Abstract

It is imperative that children’s participatory rights are supported and therefore it is incumbent upon adults genuinely to listen to them and take their views seriously. However, 28 years into a democratic South Africa and children’s participatory rights are not fully actualised and implementation seems to be problematic in early childhood education. The purpose of this article was to explore 13 final-year student teachers’ understandings about children’s participatory rights in the Reception Year (Grade R) and how these understandings influence their practice using Lundy’s model of participation and Honneth’s theory of recognition. A qualitative approach was applied, and data was collected through a focus group interview that was undertaken online. The data revealed that student teachers had a limited understanding of children’s participatory rights but aligned more towards children’s protection rights. Additionally, whilst the participants related the concepts of Lundy’s model of participation to mainly pedagogical scenarios that lacked children’s genuine participation, the participants gave children the recognition to building their self-confidence, self-respect and self-esteem.
大多数时候,我们都在为孩子们做决定
儿童的参与权必须得到支持,因此成年人有责任真正倾听儿童的心声并认真对待他们的意见。然而,民主南非已经走过了 28 个年头,儿童的参与权并没有得到充分落实,而且在幼儿教育中的实施似乎也存在问题。本文旨在探讨 13 名毕业班学生教师对接收年级(R 年级)儿童参与权的理解,以及这些理解如何影响他们的实践,并采用 Lundy 的参与模式和 Honneth 的认可理论。研究采用定性方法,通过在线焦点小组访谈收集数据。数据显示,学生教师对儿童参与权的理解有限,但更倾向于儿童保护权。此外,虽然参与者将兰迪参与模式的概念主要与缺乏儿童真正参与的教学情景联系起来,但参与者给予了儿童建立自信、自尊和自重的认可。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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