347
Views
0
CrossRef citations to date
0
Altmetric
Articles

Children’s perspectives on quality in ECEC as a specific form of participation

ORCID Icon, , ORCID Icon, &
Pages 246-260 | Received 03 May 2022, Accepted 20 Dec 2023, Published online: 27 Dec 2023

References

  • Clark, Alison. 2001. “How to Listen to Very Young Children: The Mosaic Approach.” Child Care in Practice 7 (4): 333–341. https://doi.org/10.1080/13575270108415344.
  • Clarke, Adele E., Carrie E. Friese, and Rachel S. Washburn. 2017. Situational Analysis: Grounded Theory After the Interpretive Turn. 2nd ed. Los Angeles, CA: Sage Publications.
  • Committee on the Rights of the Child. 2005. “General Comment No. 7 (2005) Implementing Child Rights in Early Childhood.”
  • Correia, Nadine, Cecília Aguiar, and Fausto Amaro. 2021. “Children’s Participation in Early Childhood Education: A Theoretical Overview.” Contemporary Issues in Early Childhood 24 (3): 313–332. https://doi.org/10.1177/1463949120981789.
  • Davis, John, and E. Kay M. Tisdall. 2015. “Children’s Rights and Wellbeing: Tensions Within the Children and Young People (Scotland) Act 2014.” In Enhancing Children’s Rights: Connecting Research, Policy and Practice, edited by A. B. Smith, 214–227. Basingstoke: Palgrave Macmillan.
  • Einarsdóttir, Jóhanna. 2005. “We Can Decide What to Play! Children’s Perception of Quality in an Icelandic Playschool.” Early Education & Development 16 (4): 469–488. https://doi.org/10.1207/s15566935eed1604_7.
  • Einarsdóttir, Jóhanna. 2007. “Research with Children: Methodological and Ethical Challenges.” European Early Childhood Education Research Journal 15 (2): 197–211. https://doi.org/10.1080/13502930701321477.
  • “Ethical Guidelines for Educational Research.” 2018. https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018-online.
  • Gaches, Sonya. 2021. “Can I Share Your Ideas With the World? Young Children’s Consent in the Research Process.” Journal of Childhood Studies 46 (2): 20–33. https://doi.org/10.18357/jcs462202119925.
  • Gopnik, Alison. 1996. “The Scientist as Child.” Philosophy of Science 63 (4): 485–514. https://doi.org/10.1086/289970.
  • Grace, Rebekah, Rosalind Walsh, and Kelly Baird. 2018. “Connection, Special Objects and Congruence: The Perspectives of Young Children from Disadvantaged Communities on Participation in Early Childhood Education Settings.” Early Child Development and Care 188 (8): 1176–1189. https://doi.org/10.1080/03004430.2016.1251915.
  • Hart, Roger A. 1992. Children’s Participation: From Tokenism to Citizenship. Florence: UNICEF, International Child Development Centre.
  • Hart, Daniel, and Robert Atkins. 2011. “American Sixteen- and Seventeen-Year-Olds Are Ready to Vote.” The ANNALS of the American Academy of Political and Social Science 633 (1): 201–222. https://doi.org/10.1177/0002716210382395.
  • Havel, Vaclav. 1978. “The Power of the Powerless.” 80. https://www.nonviolent-conflict.org/wp-content/uploads/1979/01/the-power-of-the-powerless.pdf
  • Hildebrandt, Frauke, Catherine Walter-Laager, Bianka Pergande, and Manja Flöter. 2021. “Bika Abschlussbericht.” https://www.fruehe-chancen.de/fileadmin/PDF/Fruehe_Chancen/Bika_Studie_FH_Potsdam/Bika_Abschlussbericht-web.pdf.
  • Kelly, Leanne M., and Kylie A. Smith. 2017. “Children as Capable Evaluators: Evolving Conceptualizations of Childhood in NGO Practice Settings: Children as Capable Evaluators.” Child & Family Social Work 22 (2): 853–861. https://doi.org/10.1111/cfs.12304.
  • Kragh-Müller, Grethe, and Rebecca Isbell. 2011. “Children’s Perspectives on Their Everyday Lives in Child Care in Two Cultures: Denmark and the United States.” Early Childhood Education Journal 39 (1): 17–27. https://doi.org/10.1007/s10643-010-0434-9.
  • Kyrönlampi-Kylmänen, Taina, and Kaarina Määttä. 2012. “What Do the Children Really Think About a Day-Care Centre – the 5–7-Year-Old Finnish Children Speak Out.” Early Child Development and Care 182 (5): 505–520. https://doi.org/10.1080/03004430.2011.557861.
  • Lundy, Laura. 2007. “‘Voice’ Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child.” British Educational Research Journal 33 (6): 927–942. https://doi.org/10.1080/01411920701657033.
  • Lundy, Laura. 2018. “‘In Defence of Tokenism? Implementing Children’s Right to Participate in Collective Decision-Making’.” Childhood 25 (3): 340–354. https://doi.org/10.1177/0907568218777292.
  • Macha, Katrin, and A. Bielesza. 2018. “‘Wann Sprichst Du Mit Uns?’ Das Recht Der Kinder, Angehört Zu Werden.” Betrifft Kinder, 05–06, 31–33.
  • MacNaughton, Glenda, Patrick Hughes, and Kylie Smith. 2007. “Young Children’s Rights and Public Policy: Practices and Possibilities for Citizenship in the Early Years: Young Children’s Rights and Public Policy.” Children & Society 21 (6): 458–469. https://doi.org/10.1111/j.1099-0860.2007.00096.x.
  • Mayer, Daniela, and Kathrin Beckh. 2018. “Erfassung pädagogischer Qualität in Kindertageseinrichtungen.” Frühe Bildung 7 (2): 67–76. https://doi.org/10.1026/2191-9186/a000370.
  • Moss, Peter. 2016. “Why Can’t We Get Beyond Quality?” Contemporary Issues in Early Childhood 17 (1): 8–15. https://doi.org/10.1177/1463949115627895.
  • Moss, Peter. 2017. “Power and Resistance in Early Childhood Education: From Dominant Discourse to Democratic Experimentalism.” Journal of Pedagogy – Pedagogický Časopis 8 (1): 11–32. https://doi.org/10.1515/jped-2017-0001.
  • Nentwig-Gesemann, Iris, Bastian Walther, Elena Bakels, and Lisa-Marie Munk. 2021. Kinder als Akteure in Qualitätsentwicklung und Forschung: Eine rekonstruktive Studie zu KiTa-Qualität aus der Perspektive von Kindern. Bertelsmann Stiftung. https://doi.org/10.11586/2020078.
  • Nentwig-Gesemann, Iris, Bastian Walther, and Minste Thedinga. 2017. Qualität Aus Kindersicht – Die Quaki-Studie. Abschlussbericht. Berlin: Deutsche Kinder- und Jugendstiftung & Institut für Demokratische Entwicklung und Soziale Integration.
  • Nentwig-Gesemann, Iris, Bastian Walther, and Minste Thedinga. 2018. “Kita-Qualität aus der Perspektive von Kindern: Forschungsmethodik und Ergebnisse einer explorativ-rekonstruktiven Studie.” Frühe Bildung 7 (2): 77–87. https://doi.org/10.1026/2191-9186/a000371.
  • Pálmadóttir, Hrönn, and Jóhanna Einarsdóttir. 2015. “Young Children’s Views of the Role of Preschool Educators.” Early Child Development and Care 185 (9): 1480–1494. https://doi.org/10.1080/03004430.2015.1004056.
  • Preissing, Christa, and Elke Heller, eds. 2009. Qualität im Situationsansatz (4. Auflage): Qualitätskriterien und Materialien für die Qualitätsentwicklung in Kindertageseinrichtungen. Buch mit CD-ROM. Berlin: Cornelsen bei Verlag an der Ruhr GmbH.
  • Prengel, Annedore. 2016. Bildungsteilhabe und Partizipation in Kindergartentageseinrichtungen: eine Expertise der Weiterbildungsinitiative Frühpädagogische Fachkräfte (Wiff). WiFF Expertise, Band 47. München: Deutsches Jugendinstitut e.V.
  • Ryan, Richard M., and Edward L. Deci. 2000. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” The American Psychologist 55 (1): 68. https://doi.org/10.1037/0003-066X.55.1.68.
  • Sheridan, Sonja, and Ingrid Pramling Samuelsson. 2001. “Children’s Conceptions of Participation and Influence in Pre-School: A Perspective on Pedagogical Quality.” Contemporary Issues in Early Childhood 2 (2): 169–194. https://doi.org/10.2304/ciec.2001.2.2.4.
  • Siraj-Blatchford, Iram, Kathy Sylva, and Stella Muttock, eds. 2002. Researching Effective Pedagogy in the Early Years. Research Report 356. London: Department for Education and Skills.
  • Sommer, Dion, Ingrid Pramling Samuelsson, and Karsten Hundeide. 2013. “Early Childhood Care and Education: A Child Perspective Paradigm.” European Early Childhood Education Research Journal 21 (4): 459–475. https://doi.org/10.1080/1350293X.2013.845436.
  • Strauss, Anselm, and Juliet M. Corbin. 1997. Grounded Theory in Practice. Thousand Oaks: Sage.
  • Tesar, Marek. 2016. “Children’s Power Relations, Resistance, and Subject Positions.” In Encyclopedia of Educational Philosophy and Theory, edited by Michael A. Peters, 1–6. Singapore: Springer. https://doi.org/10.1007/978-981-287-532-7_267-1.
  • Tietze, Wolfgang, Fabienne Becker-Stoll, Joachim Bensel, Gabriele Haug-Schnabel, Bernhard Kalicki, Heidi Keller, and Birgit Leyendecker. 2015. “NUBBEK – National Survey on Education, Care, and Development in Early ChildhoodNUBBEK – Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit.” GESIS Data Archive. https://doi.org/10.4232/1.11957.
  • Torney-Purta, Judith, Britt Wilkenfeld, and Carolyn Barber. 2008. “How Adolescents in 27 Countries Understand, Support, and Practice Human Rights.” Journal of Social Issues 64 (4): 857–880. https://doi.org/10.1111/j.1540-4560.2008.00592.x.
  • United Nations. 1989. Convention on the Rights of the Child. https://www.unicef.org.uk/wp-content/uploads/2016/08/unicef-convention-rights-child-uncrc.pdf.
  • Urban, Mathias. 2022. “Scholarship in Times of Crises: Towards a Trans-Discipline of Early Childhood.” Comparative Education 58 (3): 383–401. https://doi.org/10.1080/03050068.2022.2046376.
  • Washburn, Rachel, Carrie Friese, and Adele Clarke. 2015. Situational Analysis in Practice. Walnut Creek: Left Coast Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.