Children's Right to Participate: How Can Teachers Extend Child-Initiated Learning Sequences?
Amelia Church, Amanda Bateman
International Journal of Early Childhood | SPRINGER | Published : 2019
Children’s participation is valued in early childhood education but how this is achieved in pedagogy is less obvious. The methodology of conversation analysis is used in this paper to show how specific interactional practices afford opportunities for children to initiate, explore, and assert their own perspectives in everyday activities. The analyses illustrate how teachers’ practices can encourage child participation through the ways in which teachers respond to and extend child-initiated sequences of learning. Data are drawn from research projects conducted in New Zealand and Australia that explore how teachers construct learning opportunities for children within talk-in-interactions. Thre..View full abstract
Awarded by Australian Research Council
The Young Learner's Project in Melbourne Australia was supported the by Australian Scholarships Group and the Australian Research Council's Linkage Projects funding scheme (Project Number LP0883437).