Reframing Listening for Belonging and Participation in Early Childhood Care and Education Settings: A Case in South Africa

Autor/inn/en	Shaik, Naseema; Martin, Colwyn Deborah; Moodley, Trevor
Titel	Reframing Listening for Belonging and Participation in Early Childhood Care and Education Settings: A Case in South Africa
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 2, S.228-241 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaik, Naseema)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1934818
Schlagwörter	Foreign Countries; Early Childhood Education; Child Care; Child Care Centers; Young Children; Early Childhood Teachers; Child Caregivers; Listening; Teacher Student Relationship; Group Membership; Participation; Advantaged; Disadvantaged; Experience; Teacher Attitudes; Value Judgment; Teacher Response; Personal Autonomy; South Africa + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Frühe Kindheit; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Hörvorgang; Zuhören; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppenzugehörigkeit; Teilnahme; Erfahrung; Lehrerverhalten; Werturteil; Lehrerkommentar; Individuelle Autonomie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study is part of larger South African project funded by the Department of Higher Education and Training and EU which focused on how practitioners listen to young children in early childhood care and education to encourage a sense of belonging and participation. The study was conducted at two early childhood care and education centres, one advantaged and one disadvantaged, where practitioners were interviewed about their views and experiences of listening to children. Data were analysed qualitatively using thematic analysis. The study found that practitioners were keenly aware of the importance of listening to young children, thereby democratising pedagogical spaces and validating children's right to participate. Their views highlighted the link between listening and encouraging a sense of belonging. Furthermore, listening with regard to being relational, responsive and encouraging agency were viewed as tools to support and encourage belonging. The study also highlights the complexity of asserting children's voices in pedagogical spaces (due to factors related to time and curriculum constraints). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01