25. Research on Children's Rights in Education
Paper
Human Rights in Early Education: Teachers’ Perceptions on Embedding Participation into their Classrooms
Jacky Tyrie1, Sarah Chicken2, Jacqui Lewis2, Patrizio De Rossi2, Louisa Roberts2
1Swansea University, United Kingdom; 2University of the West of England, United Kingdom
Presenting Author: Tyrie, Jacky
Funded by the UK’s Economic and Research Council (ESRC) and based in Wales, the research tackles the ongoing challenge of transitioning children’s participative rights, as recognised in the United Nations Convention on the Rights of the Child (UNCRC), into educational practice. Embedding the participative rights of young children in the pedagogical practices of early years education is recognized globally as being challenging (Correia et al. 2019, Koran and Avci, 2017, Vanner 2023). There is evidence of ‘bounded’ participation (Murphy et al., 2022), where teachers report that the voice and agency of young children might only be enabled at specified times, in specified spaces, for specified reasons, or when children are perceived to have the necessary capacity (Murphy et al., 2022).
Drawing upon a socio-cultural approach (Rogoff, 2003) a conceptual framework of agency (James and Prout, 1997) is employed to explore how children’s participative rights are understood and shaped by the children and adults who design, utilise and ‘live’ in the spaces in which children are educated. Central to the project is a construction of young children as capable and agentic meaning-makers, who make sense of their worlds through their social experiences within it (James, 1998). This approach is interconnected with the conceptual framework of agency is a rights-based approach drawing on the UNCRC (UNICEF, 1989) Article 12, within which all children have a right to participate in decisions that affect them, so these two provide the lenses for this research.
This paper focuses the research question “How do primary teachers in Wales conceptualise and support young children’s participative rights and what are perceived enablers and barriers to practice?”. The paper explores how in-service primary school teachers in Wales conceptualise and experience children’s participative rights, and the perceived barriers and enablers to supporting the enactment of those rights in early years education in Wales. Semi-structured interviews were carried out with the teachers (n=14) before they took part in a series of participatory workshops. Reggio Emilia pedagogical approaches were explored to provoke reflections on how children’s participative rights can be supported and enacted in practice. Group discussions and creative activities enabled participants to consider understandings of children’s participative rights and to surface the possible barriers and enablers to these rights being enacted in young children’s classrooms in Wales. Participants were supported to develop participatory projects with children in their class and creative research methods were employed to explicate young children's perceptions of their participative rights in classroom settings, and how they would like these to be developed. There will be post interviews with the teacher participants conducted after their class projects are completed. Reflexive thematic analysis (Braun and Clarke, 2019, 2020, 2022) is being used to analyse the data generated from the teachers’ and children’s’ engagement.
Data analysis is currently on-going and detailed findings will be presented at the conference, however initial themes from practitioners’ pre-interviews include constructions of children, teachers and schools; differing pedagogical approaches; understandings of children’s voice and participation; and differing school and local contexts. A range of barriers and enablers to young children’s participative rights were also surfaced during the data collection and analysis. How teachers’ perceptions evolved during the research process, and the implications of these perceptions for participatory pedagogies with young children will be presented.
Methodology, Methods, Research Instruments or Sources UsedThe research runs from December 2022 until December 2025, with the component for this paper being undertaken between September 2023 and July 2024. For the research presented here, the teacher participants (n=14) were based in two Welsh speaking and seven English-speaking schools across Wales. They were all female (this reflects a predominantly female workforce) and working with children aged three to seven years. Class sizes range from 9 to 30 students, and school sizes range from 45 to 633 students. The teacher participated in one-to-one semi-structured interview pre and post and ‘intervention’. There are three stages to this data gathering, 1) pre-interviews, 2) Workshops and project work (intervention) 3) post-interviews.
The pre-interview (stage 1) focused on teachers understanding and their experience of young children’s participative rights in their classroom and their school, and the perceived barriers and enablers to enabling young children to enact their participative rights in school. The interviews were video recorded and transcribed.
Following these interviews the teachers took part in five face-to-face workshops (stage 2), which drew on Reggio Emilia ideas and were supported by an artist consultant. These workshops, based on a participatory approach, were an opportunity for the teachers involved to consider education ‘about’, ‘through’, and ‘for’ human rights (United Nations, 2011). Reggio Emilia's principles and pedagogy served as an example and a provocation to their way of teaching, and to increase their knowledge about the participative rights of children in education. The teachers then developed projects in their class (stage 2) to enable children to explore their understandings and experiences of participative rights in school.
The second post intervention semi-structured interviews (stage 3) with teachers explores in detail their reflections on their involvement in the research, their projects with the children, and any changes to their pedagogic practice.
NVivo data analysis software was used implement Reflective Thematic Analysis (Braun & Clarke, 2019, 2020, 2022) with the data. The identification of initial codes generated from data, was the product of a process of collaborative data coding. Each interview was coded by at least two members of the research team, the interviewer and another member of the research team, first separately and then discussed together. Subsequently, the research team met several times to generate initial themes and then develop, review, and define themes. These themes were the effect of the continuous and systematic process of reflective dialogue and collaborative discussion.
Conclusions, Expected Outcomes or FindingsFinal conclusions are not yet possible due to the incomplete nature of the research at the point of abstract submission. However, indicative findings can be drawn teachers perceptions of barriers and enablers to the enactment of children’s participative rights in lower primary school classrooms. It should be noted that the below conclusions are drawn from the pre-interviews (stage 1) only.
Taking the socio-cultural approach (Rogoff 2003) and a conceptual framework of agency (Prout and James 1997) in our approach to and of the analysis we found that teachers perceived barriers to enabling participation in their classrooms at a ‘personal’ level and an ‘organisational’ level. In terms of ‘personal’ our analysis surfaced teachers’ social constructions of children, of teachers and of learning itself. For some these constructions were acting as barriers to being able to embed participative rights in classrooms, whereas for others these constructions were perceived as enablers. This seemingly depended on if the pedagogical position was in-line with children’s participative rights.
The participants also reported experiencing ‘organisational’ barriers. For example, if the school ethos was reflective of children’s participative rights, the pressure of other outcomes such as literacy and numeracy, and the autonomy and flexibility teachers were afforded in developing their curricula and their pedagogical approaches. Another theme which emerged during our analysis was understandings and perceptions of the concepts of child ‘voice’, and how this aligns with notions of human rights education, participative rights, and classroom and school activities that constitute participation.
Therefore we argue that for teachers to overcome the challenges of transitioning children’s participative rights from policy into practice, that teachers have the space and capacity to review their own pedagogical position and the relationship with their practice.
ReferencesBraun, V. & Clarke, V. (2022). Thematic Analysis. A practical guide. Thousand Oaks, CA: Sage.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589-597.
Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology. Special Issue: Quality in qualitative approaches: Celebrating heterogeneity, edited by J.N. Lester & M. O’Reilly. ONLINE FIRST. https://doi.org/10.1080/14780887.2020.1769238
Correia, N., Carvalho, H., Durães, J., & Aguiar, C. (2019). Teachers' ideas about children's right to participate in ECE.
James, A. and Prout, A., 1997. Constructing and reconstructing childhood Routledge.
Koran, N., & Avci, N. (2017). Perceptions of prospective pre-school teachers regarding children's right to participate in classroom activities. EDUCATIONAL SCIENCES-THEORY & PRACTICE, 17(3).
Malaguzzi, L., Edwards, C., Gandini, L. and Forman, G., 1998. The Hundred Languages of Children; The Reggio Emilia Approach-Advanced Reflections. History, ideas, and basic philosophy: An interview with Lella Gandini by Loris Malaguzzi, pp.49-98.
Murphy, A., Tyrie, J., Waters-Davies, J., Chicken, S., & Clement, J. (2022). Foundation Phase teachers' understandings and enactment of participation in school settings in Wales. In Inclusive Pedagogies for Early Childhood Education: Respecting and Responding to Differences in Learning, 111.
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
UN, General Assembly. (2011). UN Declaration on HRE and Training. GA 66/127, Art. 2, paras. 1--‐2. Geneva: UN.
UNICEF (1989) Treaty no. 27531. UN Treaty Series, 1577, pp. 3-178. Available at: https://treaties.un.org/doc/Treaties/1990/09/19900902%2003-14%20AM/Ch_IV_11p.pdf (Accessed: 3 July 2020).
Vanner, C. (2013). Navigating Children's Participation Rights in Education in Low-Income Countries. Literacy Information and Computer Education Journal (LICEJ), 4(2), 988-996.
Welsh Government, 2021c. Curriculum for Wales. Available at https://hwb.gov.wales/curriculum-for-wales. (Accessed 15 November 2023)
25. Research on Children's Rights in Education
Paper
Towards a Comprehensive Sex Education from Early Childhood: Knowledge, Beliefs, and Pedagogical Practices in the Chilean Context
Daniela Alejandra Figueroa Moya1, Mery Rodriguez Parra2, Paula Francisca Guerra Zamora3, Ximena Poblete4, Felipe Aravena5
1Universidad Finis Terrae; 2Universidad de las Américas; 3Universidad Católica Silva Henriquez; 4Universidad Alberto Hurtado; 5PUCV
Presenting Author: Rodriguez Parra, Mery;
Aravena, Felipe
In the face of persistent inequities, discrimination, and violence against women, girls, and gender non-conforming individuals, formal education emerges as a space to intervene and generate the necessary cultural changes to progress towards more inclusive societies (O’Brien et al., 2021). One way to do this is shifting from traditional perspectives on teaching sexuality towards comprehensive sex education (CSE), which broadens the focus on sexuality to encompass human relationships, health, sexual and reproductive rights, reflecting on values, and developing skills to make healthy and informed decisions about life and human relationships and explicitly valuing diversity and affection (Keogh et al., 2020).
In educational environments, it's imperative for teachers to embody comprehensive pedagogical practices to promote comprehensive sexual education (CSE). This entails not only possessing the necessary knowledge and skills but also showcasing appropriate attitudes, emotions, and beliefs, serving as role models in fostering CSE development (Dessel et al., 2017). This importance is magnified in early childhood education (ECE), where social interactions serve as primary avenues of learning for young children. Given that children in ECE spend considerable time engaging with educators and assistants, these adults wield significant influence over their learning and growth (Poblete, 2020). Moreover, ECE serves as a crucial arena for children's social integration and exposure to diverse individuals beyond their immediate families. Within these settings, children learn to navigate diversity, making ECE pivotal in nurturing individual identities. Essential to both ECE and CSE are the processes of learning to interact with others, sharing collective values, and recognizing one's own identity and needs.
Education serves as a foundational platform for these processes, shaping and perpetuating norms and discourses surrounding gender identity according to heteronormative and cisgender standards, which unfortunately exclude certain segments of the child population from their developmental narrative. Similarly, issues of otherness and diversity, including those pertaining to migrants, indigenous peoples, and diverse family structures, are often marginalised, perpetuating notions of inequality. CSE emerges as a catalyst for cultural shifts toward a fairer, safer, more democratic and respectful world that guarantees human rights.
Children and adolescents are rights holders with full capabilities to participate, have their voices heard, and not suffer any type of discrimination. Therefore, adults and the state must consider these rights. As such, the rights that accompany Comprehensive Sexuality Education (CSE) include the right to receive information to take care of their bodies, adopting responsible and supportive behaviours in relation to others; the right to inhabit school spaces where respect for all individuals prevails; the right to live without violence, to live their gender identity without suffering discrimination, the right to express feelings and emotions, and the right to be diverse However, the implementation of CSE remains a contentious issue, particularly for families and educators, especially in the context of ECE (Shibuya et al., 2023).
This paper presents the preliminary results of a three year study that analyses the representations of early childhood teachers and teaching assistants about what entails CSE and how they include (or not) the fundamental axes of CSE in their teaching practice in the Chilean context. The study seeks to generate knowledge about the representations of the CSE axes (gender, sexuality and diversity) that facilitate the incorporation and development of CSE as a human right from early childhood. Focussing on the findings of the first year of this research, for this conference we will delve into the beliefs, knowledge, and the ways in which CSE is manifested in the practices of teachers and teaching assistants of three Chilean nurseries.
Methodology, Methods, Research Instruments or Sources UsedWorking qualitatively with a descriptive/comprehensive approach through participatory, the research adopts a qualitative methodology to explore the symbolic dimensions shaping cultural practices in educational settings, particularly within ECE. Grounded in induction, the study aims to derive explanations from observed phenomena, emphasising qualitative research's focus on descriptive data, including verbal and behavioural expressions, and the interpretive processes underlying them (Gorman & Clayton, 1997; Taylor & Bogdan, 1987).
The theoretical framework integrates Blumer's premises of symbolic interactionism, highlighting how individuals derive meaning from their interactions and constantly interpret and redefine situations (Blumer, 1969). Ethnography serves as both an approach and methodological tool, focusing on understanding social and cultural phenomena from the perspectives of participants (Guber, 2001; Guber, 2018). As an approach, it seeks to provide a detailed description, understanding, and interpretation of observed actions and events, avoiding ethnocentric biases. As a method, ethnography employs participant observation and in-depth interviews, facilitating immersion in the research context and capturing the nuanced meanings embedded in social interactions (Taylor & Bogdan, 1987).
The research design involves a longitudinal observation process, complemented by in-depth and conversational interviews with preschool teachers, already carried out. Self-confrontation interviews, based on video recordings of educational experiences, aim to encourage reflection and identify transformative elements over time and will be applied during the second year. Additionally, workshops have been and will be conducted to promote ongoing reflective practices among participants (Fernández & Clot, 2007).
Ethnography also functions as a textual tool, enabling the generation of narratives that deeply explore the cultural realities of the educational centres under study. The writing process aims for "doubly reflexive ethnography," integrating both emic and etic perspectives to understand the research process from multiple viewpoints (Dietz, 2011).
The study adopts a multiple case study approach, selecting early childhood education centres based on theoretical sampling criteria that represent diverse regional, modal, and curricular contexts (Yin, 2003; Stake, 2005). Data analysis is facilitated using Nvivo 12.2, following a grounded theory approach to coding, from open to axial and selective coding stages, to derive explanations and conclusions (Martínez, 2006).
Ultimately, the research aims to transition from descriptive to comprehensive and interpretive analysis, capturing individual and collective experiences, symbolic interactionism, and pedagogical practices related to CSE. By engaging with multiple cases and employing rigorous qualitative methods, the study seeks to contribute to teacher training, professional development, and policymaking efforts aimed at promoting CSE and fostering social justice in ECE.
Conclusions, Expected Outcomes or FindingsFindings of the initial year of the study show educators and assistants' understandings about CSE and how they promote it -or not- in their pedagogical practice. These findings reveal different tensions in relation to the conceptualisation of CSE and its components; the association with elements of the national curriculum; and how it is implemented in the classrooms. It is interesting to note that ECE workers highlight the need of working with a CSE approach in their classroom and with children’s families as they identify several issues that are strongly associated with elements of CSE. Furthermore, while observations and ethnographic methods in this study have shown that most ECE workers’ pedagogical practices are usually aligned with CSE, it is noticeable that educators and assistants claim a lack of training and skills to work from a CSE approach.
Educators and assistants find it difficult to associate CSE with something that goes beyond the biological aspect; they see it as disconnected from intersectional diversity such as ethnicity, age, class, among others. They maintain ignorance, prejudices, and fears, associating CSE with topics not suitable for children. The gender approach is understood from a very binary and biologistic notion to some who manage to understand the difference between gender identity and sexual orientation, expression, or stereotypes.
This unprecedented study about CSE in ECE in Chile. Exploring ECE workers’ perspectives, their knowledge and concerns about the need of CSE provides insight about how ECE workers construct and systematise knowledge in their settings. Furthermore, analysing how ECE workers implement -or not- CSE and the main issues that they face on a daily basis is a critical input to promote CSE in Initial Teacher Training and Professional Development Programmes for ECE workers, as educators play a pivotal role as guarantors of rights within the framework of CSE.
ReferencesBourdieu, P y J .Passeron (2005), La reproduction. Éléments pour une théorie du système d’enseignement, París, Éditions de Minuit
Blumer, H. (1969). Symbolic Interactionism. Perspective and Method. Englewood Cliffs, N.J. Pretice Hall Inc.
Dessel, A, Kulick, L Wernick y D. Sullivan (2017), “The Importance of Teacher Support: Differential impacts by gender and sexuality”, Journal of Adolescence, vol. 56, núm. 1, pp. 136-14 4. DOI: https://doi.org/10.1016/j.adolescence.2017.02.002
Dietz, G. (2011). Hacia una etnografía doblemente reflexiva: una propuesta desde la antropología de la interculturalidad 9. Boletín Colegio de Etnólogos y Antropólogos Sociales 2011: Nuevas epistemologías en Antropología: temas y abordajes, 45.
Fernández, G. Y Clot, Y. (2007). Instrumentos de Investigación. Entrevistas en auto-
confrontación: un método en clínica de la actividad. Revista Laboreal, 3, (1).
Guber, R. (2001). La Etnografía. Método, campo y reflexividad. Bodotá: Grupo Editorial Norma.
Keogh., Ellie L, Angélica M, Estelle S, Ana M y Joshua A. (2020), “Classroom Implementation of Na-tional Sexuality Education Curricula in Four Low– and Middle–income Countries”, Sex Education, vol. 21, núm. 4, pp. 432-449.DOI: https://doi.org/10.1080/14681811.2020.1821180
Martínez, P. (2006). El método de estudio de caso. Estrategia metodológica de la investigación científica. Pensamiento y Gestión (20), pp. 165-193.
O’Brien, H, J. Hendriks y S. Burns (2020), “Teacher Training Organizations and their Preparation of the Pre-service Teacher to Deliver Comprehensive Sexuality Education in the School Setting: A systematic liter-ature review,” Sex Education, vol. 21, núm. 3, pp. 284-303. DOI: https://doi.org/10.1080/14 681811.2020.1792874
Poblete, X. 2020. “Performing the (religious) educator’s vocation. Becoming the ‘good’ early childhood practitioner in Chile”. Gender and Education 32(8): 1072-1089. https://doi.org/10.1080/095 40253.2018.1554180
Shibuya, F.; Estrada, C.; Sari, D.; Takeushi, R.; Sasaki, H. (2023). Teachers’ conflicts in implementing comprehensive sexuality education: a qualitative systematic review and meta-synthesis. Tropical Medicine and Health 51 (1). pp.18-40
Subsecretaría de Educación Parvularia (SEP). 2022. Informe de caracterización de la educación parvularia oficial 2021. Descripción estadística del sistema educativo asociado al nivel de Educación Parvularia en Chile.
Stake, R. (2005) Investigación con estudio de casos. Madrid: Morata.
Taylor, S., & Bogdan, R. (1987). Introducción a los métodos cualitativos de investigación: La búsqueda de significados. Buenos Aires: Paidos.
Yin, R. (2003) Case study research: design and methods. California: Sage.
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