ABSTRACT

This study is part of larger South African project funded by the Department of Higher Education and Training and EU which focused on how practitioners listen to young children in early childhood care and education to encourage a sense of belonging and participation. The study was conducted at two early childhood care and education centres, one advantaged and one disadvantaged, where practitioners were interviewed about their views and experiences of listening to children. Data were analysed qualitatively using thematic analysis. The study found that practitioners were keenly aware of the importance of listening to young children, thereby democratising pedagogical spaces and validating children’s right to participate. Their views highlighted the link between listening and encouraging a sense of belonging. Furthermore, listening with regard to being relational, responsive and encouraging agency were viewed as tools to support and encourage belonging. The study also highlights the complexity of asserting children’s voices in pedagogical spaces (due to factors related to time and curriculum constraints).

摘要

这项研究是由高等教育和培训部和欧盟资助的更大的南非项目的一部分，该项目侧重于从业者如何在幼儿保育和教育中倾听幼儿的意见，以鼓励归属感和参与感。这项研究是在两个早期儿童保育和教育中心进行的，一个是优势的，一个是劣势的，在那里，从业者接受了采访，了解他们对倾听儿童的看法和经验。使用主题分析对数据进行定性分析。该研究发现，从业者敏锐地意识到倾听幼儿的重要性，从而使教学空间民主化并确认儿童的参与权。他们的观点强调了倾听和鼓励归属感之间的联系。此外，倾听关于关系、回应和鼓励机构被视为支持和鼓励归属感的工具。该研究还强调了在教学空间中维护儿童声音的复杂性（由于与时间和课程限制相关的因素）。