Engaging with young children’s voices: implications for practitioners’ pedagogical practice

Shaw, Patricia A.

Abstract

The paper seeks to extend the knowledge and understanding of how engaging with young children’s voices in a meaningful way, can alter practitioners’ pedagogical practice and thus create environments for learning that are more inclusive. It draws on the findings of a research study that explored practitioners’ (teachers, nursery nurses and teaching assistants) views about engaging with young children’s voices of perceived notions of inclusion in pedagogical activities in the early years classes of two schools in the North of England. It adopted a qualitative methodological approach that operates within constructivist and interpretivist paradigms. The study revealed that practitioners retain some resistance to responding to the voices of young children and that internal and external pressures influence their decision-making. Moreover, it signifies the necessity for greater emphasis on the importance of engaging with children’s voices in the training of newly qualified teachers, and the ongoing professional development for all practitioners in early childhood education.

Citation

Shaw, P. A. (2019). Engaging with young children’s voices: implications for practitioners’ pedagogical practice. Education 3-13, 49(7), 806-818. https://doi.org/10.1080/03004279.2019.1622496

• Journal Article Type: Article
• Acceptance Date: Apr 26, 2019
• Online Publication Date: May 27, 2019
• Publication Date: May 28, 2019
• Deposit Date: May 28, 2019
• Publicly Available Date: Nov 28, 2020
• Journal: Education 3-13
• Print ISSN: 0300-4279
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 49
• Issue: 7
• Pages: 806-818
• DOI: https://doi.org/10.1080/03004279.2019.1622496
• Keywords: Early childhood education; Child voice; Pedagogy; Professional development; Teacher education; Inclusion
• Public URL: https://hull-repository.worktribe.com/output/1856245
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/03004279.2019.1622496
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rett20; Received: 2019-04-19; Accepted: 2019-04-26; Published: 2019-05-27
• Contract Date: May 29, 2019