Communicating Children's Perspectives

Gripton, Catherine

Abstract

This chapter explores the ways in which children’s perspectives can be represented, valued, and acted upon within early education. It considers education as experienced by the child rather than as intended by adults and suggests that children’s perspectives are significantly underrepresented in education. The chapter is concerned with the context of children’s participatory rights and it is argued that children’s perspectives offer practitioners a way to genuinely listen to children and to better understand their highly individual experiences. It describes the theme of attending to all children’s perspectives and provides a range of approaches which can be used to help practitioners and setting leaders better understand children’s perspectives and use this crucially important knowledge to evaluate and reflect upon practice and provision. One of the issues leading to the lack of children’s voices in education is the narrow range of communication modes utilised which often precludes children’s perspectives.

Citation

Gripton, C. (2019). Communicating Children's Perspectives. In J. Kent, & M. Moran (Eds.), Communication for the Early Years: A Holistic Approach. Routledge

• Online Publication Date: May 2, 2019
• Publication Date: 2019
• Deposit Date: Sep 26, 2024
• Book Title: Communication for the Early Years: A Holistic Approach
• Public URL: https://nottingham-repository.worktribe.com/output/14320788
• Publisher URL: https://www.taylorfrancis.com/chapters/edit/10.4324/9781351166447-3/communicating-children-perspectives-catherine-gripton