Preschool Children as Democratic Subjects: Agents of Democracy

Abstract

In this chapter, we focus on children’s democratic practices in two Swedish preschool settings, drawing on the child dimension in the theoretical model presented in the introduction of this book. The specific aim is to contribute knowledge about children’s own constructions of democracy. Our research questions are the following: How do children negotiate democracy, and what does this entail? The chapter takes its point of departure in the intersection between our previous dissertations (Ribaeus K, Demokratiuppdrag i forskolan [Democratic mission in preschool]. Doctoral dissertation, Karlstads universitet, Karlstad, Sweden, 2014; Skanfors L, Barns sociala vardagsliv i forskolan [Children’s everyday social life in preschool]. Doctoral dissertation, Karlstads universitet, Karlstad, Sweden, 2013) which in different ways have focused questions about 3- to 5-year-old preschool children’s agency and influence and preschool teachers’ democratic practice. The empirical material consists of reanalysed data from our dissertations. We use the model Institutional Events of Democracy (Ribaeus K, Demokratiuppdrag i forskolan [Democratic mission in preschool]. Doctoral dissertation, Karlstads universitet, Karlstad, Sweden, 2014) to identify and understand children’s constructions of democracy. The results show how children in various ways construct and negotiate democracy in terms of participation, power relations and through political influence, illustrating children as democratic subjects and agents of democracy. We conclude by arguing a need for a more explicit emphasis on democracy in early childhood education.