Prioritising children’s participation in research: including children’s voices in updating a national early learning framework

Abstract

ABSTRACT Involving children as stakeholders and including their voices in updating the Australian Early Years Learning Framework (for children birth to age 5) was a focus of this project design. The design was grounded in participatory approaches with a children’s rights perspective, as the team prioritised seeking children’s views and encouraging their agency on matters that affect them. This three-stage research project across 15 months sought children’s input in each stage. Research methods consisted of everyday playful activities supported by educators in early childhood environments using dialogic drawing, talking circles and discussions using photo elicitation. Educators received information to support their use of these methods. While parents/carers gave ethical consent, children’s assent was obtained. Across the three stages, analysis of children’s drawings, comments and discussions showed the importance of their relationships with educators, their friends and the relationships between their educators and families. These findings demonstrate the importance of educators building reciprocal, respectful relationships with children and their families and between children. Further, these research methods fitted with the foundational pedagogical practices of the educators, with educators commenting on how useful they were and children on how they enjoyed using them.