Access to Children’s Perspectives?

Anna Busk Rasmussen, Christina Haandbæk Schmidt
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Abstract

Within the field of early childhood education, the Nordic model is characterised as being child-centred and holistic, based on children’s participation, democracy, autonomy, and freedom. Despite a strong tradition of incorporating children’s perspectives, research has identified it as a democratic problem that children continue to occupy a non-privileged position in which their voices are often unheard or disregarded in many contexts. Similarly, there is a tendency to apply adult-led methods, such as interviews, which can hinder the openness to children’s diverse ways of communicating, which is not just through verbal expressions. In this article, we position ourselves within what we perceive as the second wave of research on child perspectives in which the research interest converges on exploring how children’s perspectives are connected with the contexts in which children participate. Drawing on agential realism and an empirical example from a daycare centre, we demonstrate how children’s perspectives emerge from and become entangled with pedagogues, ethics, spaces, materials and discourse. Thus, the question is not about gaining access to children’s perspectives, but rather to be concerned with the interactions wherein children’s perspectives can emerge. This involves a critical view of the structures and basic assumptions that manifest themselves in the daily life of daycare centres and which underlie, and can result in, a subordination of children and children’s perspectives.
获取儿童视角?
在幼儿教育领域,北欧模式的特点是以儿童为中心和全面,以儿童的参与、民主、自主和自由为基础。尽管北欧有着吸收儿童观点的优良传统,但研究发现,在许多情况下,儿童仍然处于非特权地位,他们的声音往往被忽视或听不到,这是一个民主问题。同样,我们也倾向于采用成人主导的方法,如访谈,这可能会阻碍对儿童多样化交流方式的开放,而不仅仅是通过语言表达。在本文中,我们将自己定位在我们所认为的第二波儿童视角研究浪潮中,研究兴趣集中在探索儿童视角如何与儿童参与的环境相联系。我们借鉴行动现实主义和一个日托中心的实证案例,展示了儿童视角是如何从教育者、伦理、空间、材料和话语中产生并与之纠缠在一起的。因此,问题不在于获取儿童视角,而在于关注儿童视角产生的相互作用。这涉及到对日托中心日常生活中的结构和基本假设的批判性看法,这些结构和假设是儿童和儿童视角从属地位的基础,并可能导致这种从属地位。
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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