Access to Children’s Perspectives?

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.