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

Shaw, Patricia A.

Authors

Dr Tricia Shaw Patricia.Shaw@hull.ac.uk
Academic Lead for Education Studies

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.

Journal Article Type Article
Publication Date May 28, 2019
Journal Education 3-13
Print ISSN 0300-4279
Electronic ISSN 1475-7575
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Pages 1-13
DOI https://doi.org/10.1080/03004279.2019.1622496
Keywords Early childhood education; Child voice; Pedagogy; Professional development; Teacher education; Inclusion
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline....ope&journalCode=rett20; Received: 2019-04-19; Accepted: 2019-04-26; Published: 2019-05-27

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