Abstract
Young children’s participation has been specifically foregrounded as a pedagogical element within education policy in Wales. However, there is currently little evidence that this policy concerned with participation has been enacted. This research describes an intervention, Spatially Democratic Pedagogy, as a pedagogical approach to foster young children’s participation, through design and co-creation of their classroom space. A group of six children, aged 4–5 years, alongside their teacher, were supported through a design-based intervention to enact, document and analyse this process. The research draws upon social understandings of space, as well as Froebel’s ideas about construction of communal gardens. Findings illustrate notable differences in the roles and relationships that formed between the teacher and the children when using Spatially Democratic Pedagogy. Children were teachers, planners, architects, negotiators and problem-solvers, as they participated in co-construction of their space. The argument is made that it is the process of design and co-creation that becomes the mediator for pedagogical change and acts as the driver for children’s participation. The co-construction of space is an important element to support young children’s participation in early years classrooms.
Highlights
Children’s participation is increasingly given prominence in international and national polices (Tisdall et al 2014), including in the law and policies of Wales
Democratic Pedagogy offered opportunities for children to participate as problem-solvers, teachers, architects and negotiators
These shifts in pedagogical role for the children and the teacher illustrated the theoretical approach taken to the design and construction of space
Summary
Children’s participation is increasingly given prominence in international and national polices (Tisdall et al 2014), including in the law and policies of Wales It is recognised as one of 12 pedagogical elements in the Foundation Phase, the curriculum framework for all children aged 3–7 years (Welsh Government 2015; Taylor et al 2015). Lack of attention of the role of physical space in learning has resulted in its relegation to a backdrop for learning, where it is seen as the container within which education sits (Fenwick et al 2011) This reinforces the misplaced notion that classroom space is neutral and disconnected from teaching and learning (Lenz-Taguchi 2010). This research explores what happens when children participate in design and co-creation of their classroom spaces. It examines the different pedagogical roles and relationships that are fostered when children and the teacher engage in the construction of the communal space within a classroom
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