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. Three data excerpts of teachers and children, aged from 4 to 6 years, are analysed. The analyses of video-taped interactions reveal that teachers’ contributions to (or silences) in interactions and unfolding talk can create particular trajectories of action in early learning environments. Evidence provided by these analyses can inform professional learning for teachers to illustrate how teachers’ interactions with children can support children’s rights to participation in early childhood education.

中文翻译：

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儿童参与权：学校老师可否如何扩展儿童发起的学习序列？

儿童的参与受到重视儿童早期教育，但如何在教学中实现是不太明显。谈话分析的方法在本文中用于显示的做法如何具体互动提供机会，让儿童开始，探索，并断言在日常活动自己的观点。这些分析说明教师的做法将如何鼓励通过在教师应对，延长学习的孩子发起的序列的方式儿童参与。数据来自于新西兰和澳大利亚进行的研究项目探讨教师如何构建学习机会内通话中的交互儿童画。老师和孩子们的三个数据摘录，年龄4〜6年，进行了分析。对录像互动的分析表明，教师在互动和展开谈话中的贡献（或沉默）可以在早期学习环境中创造特定的行动轨迹。通过这些分析提供的证据可以通知专业学习的教师来说明教师与孩子的互动可以支持在儿童早期教育儿童的参与权。