Children's right to participate - challenges in everyday interactions

European Early Childhood Education Research Journal

Volumn 17, Issue 3, 2009, Pages 391-406

  Berit, Bae ^a  

^a OSLO METROPOLITAN UNIVERSITY   (Norway)

Author keywords

Children's participation; Critical reflection; Everyday interaction; Play; Preschool institutions

Indexed keywords

EID: 70350726987     PISSN: 1350293X     EISSN: 17521807     Source Type: Journal    
DOI: 10.1080/13502930903101594     Document Type: Article

References (63)

1. Åberg, A., and H. Lenz Taguchi. 2006. Lyttende pedagogikk - Etikk og demokrati i pedago-gisk arbeide [The pedagogy of listening - ethics and democracy in pedagogical work], Oslo: Universitetsforlaget
2. Ailwood, J. 2003. Governing early childhood education through play. Contemporary issues in early childhood education 4, no. 3: 286-99.
3. Alderson, P. 2008. Children as researchers. Participation rights and research methods. In Research with children. Perspectives and Practices, ed. Christensen, P. and A. James, 276-90. New York and London: Routledge.
4. Bae, B. 1996 Det interessante i det alminnelige, [The interesting in the ordinary.] Oslo: Pedagogisk Forum.
5. Bae, B. 2004 Dialoger mellom førskolelœrer og barn - En beskrivende og fortolkende studie [Dialogues between preschool teachers and children - A descriptive and interpretive study]. Oslo: Høgskolen i Oslo.
6. Bae, B. 2005 Troubling the identity of a researcher: Methodological and ethical questions in co-operating with teacher-carers in Norway. Contemporary Issues in Early Childhood Education 63: 283-91.
7. Bae, B. 2006 Perspektiver på barns medvirkning i barnehage, i Barns medvirkning i barne-hage, Temahefte utgitt av Kunnskapsdepartementet. [Children's Participation in Kindergartens]. Oslo: Norwegian Ministry of Education and Research.
8. Bae, B. 2007. Children's participation - Focus on dialogical patterns Paper presented at the 17th Annual EECERA conference, 29 August- 1 September, in Prague, Czech Republic.
9. Bae, B. 2008. Drøfting av samspillseksempler -Demokratiske møtepunkter mellom teori og praksis? [Discussion of examples - Democratic meetings points between theory and practice?] In FoU i Praksis 2007. Rapport fra konferanse om praksisrettet FoU i lœrerutdan-ning, Trondheim 19. og 20. april 2007, ed. T.M. Guidai, O. F. Lillemyr, G. Lokken, N. Naastad, and F. Rønning, 45-53. Trondheim: Tapir Akademiske Forlag.
10. Bae, B. 2009a. Utvikling av barnehagepersonalets relasjonelle praksis - Samarbeid mellom teori og praksisfeltet [Developing the staff's relational practice - Collaboration between theory and practice]. FOU i Praksis 1: 21-36.
11. Bae, B. 2009b. Rom for medvirkning? Kvaliteter I samspillet mellom førskolelærer og barn [Space for participation? Qualities in the interaction between teachers and children]. BARN 1: 9-28
12. Bennett, J. 2005. Curriculum issues in national policy-making, European Early Childhood Education Research Journal 13, no. 2: 5-23.
13. Biesta, G. 2006. Beyond learning: Democratic education for a human future. London: Paradigm Publishers.
14. Biesta, G. 2007. 'Don't count me in'. Democracy, education and the question of inclusion. Nordisk Pedagogik 27: 18-31.
15. Bjarnadottir, G. 2004. Jeg er løve som også kunne vœre lege. Valgstund - En ramme rundí barns lek og sosiale prosesser i barnehagen [Election time - A framework for children's play and social processes in kindergarten Hovedfagsoppgave i barnehagepedagogikk], Oslo: Høgskolen i Oslo, avd. for lærerutdanning.
16. Christensen, P., and A. James, eds, 2008. Research with children. Perspectives and Practices, New York and London: Routledge.
17. Clark, A. 2005. Ways of seeing: Using the mosaic approach to listen to young children's perspectives, In Beyond listening: Children's perspectives on early childhood services, ed. A. Clark, AT. Kjørholt, and P. Moss, 29-50, Bristol: University of Bristol Policy Press.
18. Dahlberg, G., and P. Moss. 2005. Ethics and politics in early childhood education, London and New York: Routledge.
19. Dahlberg, G., P. Moss, and A. Pence. 1999. Beyond quality in early childhood education and care. Postmodern perspectives. London: Routledge/Falmer.
20. Dunne, J. 2006. Childhood and citizenship: A conversation across modernity. European Early Childhood Education Research Journal 14, no. 1: 5-19.
21. Edmiston, B. 2008. Forming ethical identities in early childhood play. London and New York: Routledge.
22. Eide, B., and N. Winger. 2005 From the children's point of view: methodological and ethical challenges. In Beyond listening: Children's perspectives on early childhood services, ed. A. Clark, A.T. Kjørholt and P. Moss, 71-90. Bristol: University of Bristol Policy Press.
23. Eide, B., and N. Winger. 2006. Dilemmaer ved barns medvirkning [Dilemmas regarding children's participation]. In Temahefte om barns medvirkning ed. B. Bae, B. Eide, N. Winger and A.E. Kristoffersen. 28-50. Oslo: Kunnskapsdepartementet.
24. Emilsson, A., and A-M. Folkesson, 2006. Children's participation and teacher control. Early Child Development and Care 176, nos. 3-4: 219-38.
25. Emilson, A. 2008. Det ønskvarda barnet [The desirable child]. Studies in Educational Sciences 268. Gøteborgs Universitet.
26. Fleer, M. 2005. Developmental fossils - Unearthing the artefacts of early childhood education: The reification of 'child development'. Australian Journal of Early Childhood 30, no. 2: 2-7.
27. Formosinho, J., and S.B. Araujo, 2004 Children's perspectives about pedagogical interactions. European Early Childhood Education Research Journal, 12, no. 1: 103-114
28. Framework plan for the content and tasks of kindergartens. 2006. Norwegian Ministry of Education and Research.
29. Guss, G. 2005a. Dramatic playing beyond the theory of multiple intelligences. Research in Drama 10, no. 1: 43-54.
30. Guss, G. 2005b. Reconceptualizing play: Aesthetic self-definitions. Contemporary Issues in Early Childhood Education 6, no. 3: 233-243.
31. James, A., A. Prout, and C. Jenks. 1998. Theorizing childhood. Oxford: Polity Press.
32. Jans, M. 2004 Children as citizens: Towards a contemporary notion of child participation. Childhood 111: 27-44.
33. Johansson, E. 2003. Att nærma sig barns perspektiv [Approaching children's perspectives], Pedagogisk Forskning i Sverige 8, nos. 1-2: 42-57.
34. Johansson, E. 2004. Learning encounters in preschool: Interaction between atmosphere, view of child and learning. International Journal of Early Childhood, 36: 9-26.
35. Kindergarten Act. 2006. Oslo: Norwegian Ministry of Education and Research.
36. Kjørholt, A.T. 2005. The competent child and 'the right to be oneself: Reflections on children as fellow citizens in an early childhood centre Beyond listening. Children's perspectives on early childhood services, ed. A. Clark, A.T. Kjørholt, and P. Moss, 51-173. Bristol: The Policy Press.
37. Kjørholt, A.T. 2008a. Children as new citizens: In the best interests of the child? In European Childhoods. Cultures, Politics and Childhoods in Europe, ed. A. James and A. James, 14-37. Chippenham: Palgave Macmillan.
38. Kjørholt, A.T. 2008b. Retten til lek og fritid [The right to play and leisure] Barnekonvensjonen. Barns rettigheter i Norge, ed. N. Høstmælingen, E.S. Kjørholt and K. Sandbergred, 219-231. Oslo: Universitetsforlaget.
39. Lee, N. 2001. Childhood and society. Growing up in an age of uncertainty. Buckingham: Open University Press.
40. Lenz Taguchi, H. 2007. Deconstructing and transgressing the theory-practice dichotomy in early childhood education. Educational Philosophy and Theory 39, no. 3: 275-290.
41. Løfdahl, A., and Hagglund, S. 2006a. Power and participation: Social representations among children in pre-school. Social Psychology of Education 9: 179-194.
42. Løfdahl, A., and S. Hagglund, 2006b. Spaces for participation in pre-school: Arenas for establishing power orders. I Children and Society. DOI10.111/j.1099-0860.2006.00054.X.
43. Løvlie, A.-L. later Schibbye 1982. Part process analysis: Toward a new method for studying interaction. Journal of Phenomenological Psychology 4: 261-273.
44. MacNaughton, G. 2005 Doing Foucault in early childhood studies. London and New York: Routledge.
45. Markstrom, A-M., and G. Hallden. 2008. Children's strategies for agency in preschool. Children and Society. DOI:10:111/j.l099-0860.2008.00161.x.
46. Mauritzon, U., and R. Saljö. 2003. Ja vil va Samba å du e Nala: Barns kommunikation och koordination av perspektiv i lek [Children's communiaction and coordination of perspectives in play]. Förskolan: Barnets första skola! ed. E. Johansson and I. Samuelsson Pramling, 159-196. Lund: Studentlitteratur
47. Moss, P. 2007a. Bringing politics into the nursery: Early childhood education as a democratic practice. European Early Chilhdood Education Research Journal 15, no. 1: 5-20
48. Moss, P. 2007b. Meetings across the paradigmatic divide. Educational Philosophy and Theory 39, no. 3:229-245
49. Rhedding-Jones, J., B. Bae, and N. Winger. 2008. Young children and voice. In Young children as active citizens: Principles, policies and pedagogies, ed. P. Hughes, G. Mac Naughton and K. Smith, 44-59. London and New York: Cambridge University Press.
50. Rinaldi, C. 2006. In dialogue with Reggio Emilia, Listening, researching and learning, London and New York: Routledge.
51. Schibbye, A.-L. 1993. The role of 'acknowledgment' in the resolution of a specific interpersonal dilemma. Journal of Phenomenological Psychology 2: 175-89.
52. Schibbye, A.-L. 2002 En dialektisk relasjonsforståelse - I psykoterapi med individ, par og familie, [A dialectical understanding of relationhips - In psychotherapy with individuals, couples and families]. Oslo: Universitetsforlaget.
53. Schultz Jørgensen, P. 2000. Børn er deltagere - i deres eget liv [Children as participants in their own life]. In Bern som informanter [Children as informants], ed. P. Schultz Jørgensen and J. Kampmann, 9-21. Antologi, København: Børnerådet.
54. Seland, M. 2006. Det moderne barn og den fleksible barnehagen [The moderen child and the flexible kindergarten]. Paper presented at Norden konferanse. 20-22. October, in Lysebu.
55. Søbstad, F. 2004. Mot stadig nye mål Tredje rapport fra prosjektet 'Den norske barne-hagekvaliteten' [Approaching new goals The third report from the project 'The Norwegian Quality of Early Childhood Education']. Trondheim: DMMHs publication series, no. 1/2004
56. Sheridan, S., and Pramling Samuelsson, I. 2001. Children's conceptions of participation and influence in preschool. Contemporary Issues in Early Childhood 2, no. 2, 164-94.
57. Smith, A. 2008. Children's rights and early childhood education. Links to theory and advocacy, www.earlychildhoodaustrarlia.org.au/austarlian-journal-of-earlychildhood /aje.
58. Sommer, D. 2003. Barndomspsykologiske facetter [Facets of childhood psychology]. Århus: Systime Akademic.
59. Sutton-Smith, B., and K. Byrne. 1984. The idealization of play. In Play in animals and humans, ed. P. K. Smith, 305-21. Oxford: Basil Blackwell.
60. Tobin, J., and D. Davidson. 1990. The ethics of polyvocal ethnography: Empowering vs. textualizing children and teachers. Qualitative Studies of Education 3, 271-83.
61. Tullgren, C. 2004. Den välreglerade friheten -Att konstruera det lekande barnet [The well regulated freedom - Constructing the playing child]. Lärarutbildningen. Malmö, Malmö Högskola.
62. Wagner, J., and J. Einarsdottir. 2006. Nordic ideals reflected in Nordic childhoods and early education. In Nordic childhoods and early education, ed. J. Einarsdottir and J.T. Wagner, 1-12. Greenwich, Connecticut: Information Age Publishing.
63. Woodhead, M. 2005. Early childhood development: A Questions of Rights? International Journal of Early Childhood 37, no. 3: 79-98