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Constructing child participation in early years classrooms: An exploration from Wales

Jane Waters‐Davies Orcid Logo, Alison Murphy Orcid Logo, Sarah Chicken Orcid Logo, Jacky Tyrie Orcid Logo, Jennifer Clement

Children and Society, Volume: 38, Issue: 5, Pages: 1824 - 1841

Swansea University Author: Jacky Tyrie Orcid Logo

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DOI (Published version): 10.1111/chso.12848

Abstract

This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and chil...

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Published in: Children and Society
ISSN: 0951-0605 1099-0860
Published: Wiley 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa67332
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spelling v2 67332 2024-08-07 Constructing child participation in early years classrooms: An exploration from Wales c1a41159a94ed9bf45e035f6a2a2ca79 0000-0002-6419-5391 Jacky Tyrie Jacky Tyrie true false 2024-08-07 SOSS This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and child participation are constructed in early education settings in Wales, where legislation and policy around children's rights has been a key feature of the Welsh Government agenda post-devolution. Data were gathered via a qualitative online bilingual (English and Welsh) survey offered via email to teachers of children aged 3–7 in Wales. The overarching research question of the project was: How do teachers of children 3–7 years understand and enact the notion of participation as it relates to the children they teach? Data analysis focused on research participants' apparent constructions of the children they teach and their capabilities, and unpacked the ways in which these constructions relate to the reported opportunities for participation. The discussion is informed by the notion of the threshold concept, described by Meyer & Land as akin to a portal that opens new and previously inaccessible ways of thinking. We consider the extent to which the conceptual construction of the capable child maybe a threshold concept in shaping the realisation of children's participation rights in educative contexts. Journal Article Children and Society 38 5 1824 1841 Wiley 0951-0605 1099-0860 Child participation, construction of childhood, early education, early years, Wales 23 2 2024 2024-02-23 10.1111/chso.12848 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee This study was undertaken as an unfunded pilot for a wider project that has now received ESRC funding. 2024-09-19T12:11:45.4681837 2024-08-07T12:41:52.0632403 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Jane Waters‐Davies 0000-0001-9045-8637 1 Alison Murphy 0000-0003-4020-8896 2 Sarah Chicken 0000-0001-6428-1102 3 Jacky Tyrie 0000-0002-6419-5391 4 Jennifer Clement 5 67332__31260__106fd366860b4d98a55e185a55b48ae1.pdf 67332.VoR.pdf 2024-09-04T14:50:11.8438693 Output 201118 application/pdf Version of Record true © 2024 The Authors. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes. true eng https://creativecommons.org/licenses/by-nc/4.0/
title Constructing child participation in early years classrooms: An exploration from Wales
spellingShingle Constructing child participation in early years classrooms: An exploration from Wales
Jacky Tyrie
title_short Constructing child participation in early years classrooms: An exploration from Wales
title_full Constructing child participation in early years classrooms: An exploration from Wales
title_fullStr Constructing child participation in early years classrooms: An exploration from Wales
title_full_unstemmed Constructing child participation in early years classrooms: An exploration from Wales
title_sort Constructing child participation in early years classrooms: An exploration from Wales
author_id_str_mv c1a41159a94ed9bf45e035f6a2a2ca79
author_id_fullname_str_mv c1a41159a94ed9bf45e035f6a2a2ca79_***_Jacky Tyrie
author Jacky Tyrie
author2 Jane Waters‐Davies
Alison Murphy
Sarah Chicken
Jacky Tyrie
Jennifer Clement
format Journal article
container_title Children and Society
container_volume 38
container_issue 5
container_start_page 1824
publishDate 2024
institution Swansea University
issn 0951-0605
1099-0860
doi_str_mv 10.1111/chso.12848
publisher Wiley
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
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description This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and child participation are constructed in early education settings in Wales, where legislation and policy around children's rights has been a key feature of the Welsh Government agenda post-devolution. Data were gathered via a qualitative online bilingual (English and Welsh) survey offered via email to teachers of children aged 3–7 in Wales. The overarching research question of the project was: How do teachers of children 3–7 years understand and enact the notion of participation as it relates to the children they teach? Data analysis focused on research participants' apparent constructions of the children they teach and their capabilities, and unpacked the ways in which these constructions relate to the reported opportunities for participation. The discussion is informed by the notion of the threshold concept, described by Meyer & Land as akin to a portal that opens new and previously inaccessible ways of thinking. We consider the extent to which the conceptual construction of the capable child maybe a threshold concept in shaping the realisation of children's participation rights in educative contexts.
published_date 2024-02-23T12:11:45Z
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