Session Information
25 SES 02, Childrens' Voices, Participation and Agency
Paper Session
Contribution
Listening and responding to young children's perspectives have a long tradition in the Swedish preschool (cf. the national curriculum Lpfö 98). This paper will highlight article 12 in United Nations Convention on the Rights of the Child (UNCRC, 1989). It will discuss how teachers engage and listen to children in different outdoor contexts. Based on an analysis of a qualitative study carried out in two different Swedish Preschools, results are presented through three examples. In these, it’s argued how an understanding of children's outdoor participation is dependent upon how the preschool teachers are listening and communicating with the children.Children’s influence on decision making with reference to the environment, assures them that it is a special place for them. Children can play, explore and interact with the natural world in many different ways, i.e. physical interaction with materials and the natural environment. Children learn the rules and principles that make the world operate. Participation in outdoor activities allows children to connect with themselves and others (Engdahl, Brodin & Lindstrand, 2006). Preschool teachers are expected to have a responsibility to communicate and cooperate with the children about activities in the outdoor environment. However, in this study, it is evident how teachers vary in their strategies and interests concerning how to listen, communicate, cooperate and negotiate with the children.
Method
Expected Outcomes
References
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