Participation and responsiveness: children’s rights in play from the perspective of play-responsive early childhood education and care and the UNCRC

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Oxford Review of Education Pub Date : 2022-12-19 DOI:10.1080/03054985.2022.2154202

Pernilla Lagerlöf, Cecilia Wallerstedt, Niklas Pramling

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Abstract

ABSTRACT While children’s rights to play is stated in the UNCRC, this study investigates children’s rights in play through an analysis of narrative play in preschool. Play-responsive early childhood education and care (PRECEC) is a recently developed theory that provides analytical tools for investigating participants’ communicative coordination and reorientation in mutual activities. By empirically trying out four interrelated elements – space, voice, audience, and influence from Lundy’s rights discourse, the aim is to further develop the theory of PRECEC by differentiating the meaning of responsivity. Video-recorded data from an early childhood education and care setting provide the empirical foundation for the study. What we find analytically is how responsiveness in narrative play affords children to express themselves, be heard and be responded to, and what this entails. In the activity, children are included and recognised as contributing participants, having agency to co-narrate the development of the play.

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参与和回应：从回应游戏的幼儿教育和照料以及联合国儿童权利委员会的角度看儿童在游戏中的权利

摘要:《联合国儿童权利公约》规定了儿童的游戏权利，本研究通过对学前叙事游戏的分析来探讨儿童的游戏权利。游戏反应性幼儿教育与护理(precc)是最近发展起来的一种理论，它为研究参与者在相互活动中的交际协调和重新定向提供了分析工具。通过对伦迪权利话语中空间、话语权、受众、影响力四个相互关联的要素的实证尝试，通过辨析响应性的含义，进一步发展precc理论。来自幼儿教育和保育机构的录像数据为本研究提供了实证基础。通过分析，我们发现叙事性游戏中的反应性是如何让孩子们表达自己、被倾听、被回应的，以及这需要什么。在活动中，孩子们被认为是有贡献的参与者，有共同叙述游戏发展的代理。

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来源期刊

Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

0.00%

发文量

期刊介绍： The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.