参与设计儿童转学宪章:开放参与性空间,倾听儿童的声音

IF 1.6 3区 社会学 Q2 SOCIAL WORK
Lennie Barblett, Leanne Lavina, Fiona Boylan, Amelia Ruscoe
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引用次数: 0

摘要

该项目旨在收集幼儿的声音,以调查是否可以使用共同发展过程来发展儿童和教师向特许学校的过渡。孩子们过渡到学校的经历会对他们的继续教育之旅产生深远的影响。7名幼儿教师和52名3-5岁儿童在一学年的时间里参与了该项目。参与行动研究构成了这项研究的框架,该研究采用以儿童为中心的方法,让儿童描述他们对学校的梦想、希望和愿望,以及如何改善他们的过渡。在研究团队的支持下,教师参加了为期两天的专业学习,学习以儿童为中心的研究方法。支持他们在起草宪章时使用经分析的数据,以便带回儿童讨论和进一步投入。孩子们描述了在他们向学校过渡的过程中对他们很重要的四个主要方面。这些是友谊、人际关系和日常生活的重要性;对游戏和学习的期望;与家庭和家人的联系;这些资源反映了孩子和家庭的归属感。此外,以儿童为中心的小组讨论有助于形成最后的宪章。研究结果对将儿童和家庭与学校联系起来,创造符合文化的学习环境、方案和做法具有重要意义。这项研究还表明,幼儿在影响他们的问题上是有能力的受访者,他们能够参与宪章的共同制定,当有机会发挥他们的能人作用时,他们是有效的研究盟友。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Co-Designing a Children's Transition Charter for the Transition to School: Opening Participatory Spaces to Hear Children's Voices

Co-Designing a Children's Transition Charter for the Transition to School: Opening Participatory Spaces to Hear Children's Voices

This project sought to gather the voices of young children to investigate whether a co-development process could be used to develop a transition to school charter with children and their teachers. Children's experiences of the transition to school can have far-reaching effects on their continuing educational journey. Seven teachers from the early years of school and 52 children (3–5 years) participated in the project over a school year. Participatory action research framed the study, which utilised child-centred methods for children to describe their dreams, hopes and aspirations of what school would be like and how their transition could be improved. Teachers attended 2 days of professional learning supported by the research team to learn about child-centred research methods. They were supported to use analysed data in drafting their charter to take back to children for discussion and further input. Children described four main areas that were important to them in their transition to school. These were the importance of friendships, relationships and routines; expectations of play and learning; connections to home and family; and resources that reflected a sense of belonging of children and families. In addition, child-centred group discussions assisted in shaping the final charters. The findings have implications for connecting children and families to school and creating culturally responsive learning environments, programmes and practices. This study also showed that young children are capable respondents on matters that affect them, were able to participate in the co-development of the charter and when offered opportunities to exert their agency, are effective research allies.

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来源期刊
Children & Society
Children & Society SOCIAL WORK-
CiteScore
2.60
自引率
17.60%
发文量
125
期刊介绍: Children & Society is an interdisciplinary journal publishing high quality research and debate on all aspects of childhood and policies and services for children and young people. The journal is based in the United Kingdom, with an international range and scope. The journal informs all those who work with and for children, young people and their families by publishing innovative papers on research and practice across a broad spectrum of topics, including: theories of childhood; children"s everyday lives at home, school and in the community; children"s culture, rights and participation; children"s health and well-being; child protection, early prevention and intervention.
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