Participation and Responsiveness: Children's Rights in Play from the Perspective of Play-Responsive Early Childhood Education and Care and the UNCRC

Autor/inn/en	Lagerlöf, Pernilla; Wallerstedt, Cecilia; Pramling, Niklas
Titel	Participation and Responsiveness: Children's Rights in Play from the Perspective of Play-Responsive Early Childhood Education and Care and the UNCRC
Quelle	In: Oxford Review of Education, 49 (2023) 5, S.698-712 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lagerlöf, Pernilla) ORCID (Wallerstedt, Cecilia) ORCID (Pramling, Niklas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2154202
Schlagwörter	Childrens Rights; Play; Early Childhood Education; Foreign Countries; International Law; Treaties; Interpersonal Communication; Childrens Attitudes; Narration; Preschool Children + Suchen Sie Ihr Suchwort? 'Children''s rights'; Kindesrecht; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Law of nations; Völkerrecht; Abkommen; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	While children's rights "to" play is stated in the UNCRC, this study investigates children's rights "in" play through an analysis of narrative play in preschool. Play-responsive early childhood education and care (PRECEC) is a recently developed theory that provides analytical tools for investigating participants' communicative coordination and reorientation in mutual activities. By empirically trying out four interrelated elements -- "space," "voice," "audience," and "influence" from Lundy's rights discourse, the aim is to further develop the theory of PRECEC by differentiating the meaning of responsivity. Video-recorded data from an early childhood education and care setting provide the empirical foundation for the study. What we find analytically is how responsiveness in narrative play affords children to express themselves, be heard and be responded to, and what this entails. In the activity, children are included and recognised as contributing participants, having agency to co-narrate the development of the play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01