Children's participation in early childhood settings: listening to and hearing the voices of children and educators

Eight educators took part in qualitative interviews which explored their ideas of participation and participation practices. Results highlight children’s preference for experiences where they had a greater degree of decision making and choice. Findings from educators highlight a strong link between educators' conceptualisation of the child and participation practices.

A view of the child as a competent rights holder was an essential prerequisite for practices which afforded children significant opportunities to make decisions and influence pedagogical practices. Implications for policy, for education and continued professional development, for practice and for research are outlined at the end of this thesis. The thesis concludes with the presentation of a participation model.