The struggle about agency and children’s perspectives: Symposium

Christina Haandbæk Schmidt; Lene S. K. Schmidt; Oline Pedersen; Anette Boye Koch

The struggle about agency and children’s perspectives: Symposium

Christina Haandbæk Schmidt
, Lene S. K. Schmidt
, Oline Pedersen
, Anette Boye Koch

UCL University College
University College of Nothern Denmark
VIA University College

Research output: Contribution to conference without a publisher/journal › Paper › Research › peer-review

Abstract

Since the UN Convention on the Rights of the Child was introduced in 1989, there has been a growing interest in Denmark as well as internationally to include the child's perspective in both childhood research and pedagogical practice. This symposium aims to investigate how children’s possibilities of being listened to depend on adults’ interpretation of what is essential and relevant. We focus on how agency comes into being in interactions with the adults and the context of which the child is a part. The three papers in this symposium discuss, respectively, how children’s voices are interpreted and acted upon by pedagogues and parents in the process of ‘settling-in’ in ECEC, how children are expected to show specific sets of sociality in transitions to school, and how manualbased program limit the children's curiosity, agency, and participation.

Original language	English
Publication date	2023
Publication status	Published - 2023

Cite this

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title = "The struggle about agency and children{\textquoteright}s perspectives: Symposium",

abstract = "Since the UN Convention on the Rights of the Child was introduced in 1989, there has been a growing interest in Denmark as well as internationally to include the child's perspective in both childhood research and pedagogical practice. This symposium aims to investigate how children{\textquoteright}s possibilities of being listened to depend on adults{\textquoteright} interpretation of what is essential and relevant. We focus on how agency comes into being in interactions with the adults and the context of which the child is a part. The three papers in this symposium discuss, respectively, how children{\textquoteright}s voices are interpreted and acted upon by pedagogues and parents in the process of {\textquoteleft}settling-in{\textquoteright} in ECEC, how children are expected to show specific sets of sociality in transitions to school, and how manualbased program limit the children's curiosity, agency, and participation.",

author = "Schmidt, \{Christina Haandb{\ae}k\} and Schmidt, \{Lene S. K.\} and Oline Pedersen and Koch, \{Anette Boye\}",

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AU - Schmidt, Lene S. K.

AU - Pedersen, Oline

AU - Koch, Anette Boye

PY - 2023

Y1 - 2023

N2 - Since the UN Convention on the Rights of the Child was introduced in 1989, there has been a growing interest in Denmark as well as internationally to include the child's perspective in both childhood research and pedagogical practice. This symposium aims to investigate how children’s possibilities of being listened to depend on adults’ interpretation of what is essential and relevant. We focus on how agency comes into being in interactions with the adults and the context of which the child is a part. The three papers in this symposium discuss, respectively, how children’s voices are interpreted and acted upon by pedagogues and parents in the process of ‘settling-in’ in ECEC, how children are expected to show specific sets of sociality in transitions to school, and how manualbased program limit the children's curiosity, agency, and participation.

AB - Since the UN Convention on the Rights of the Child was introduced in 1989, there has been a growing interest in Denmark as well as internationally to include the child's perspective in both childhood research and pedagogical practice. This symposium aims to investigate how children’s possibilities of being listened to depend on adults’ interpretation of what is essential and relevant. We focus on how agency comes into being in interactions with the adults and the context of which the child is a part. The three papers in this symposium discuss, respectively, how children’s voices are interpreted and acted upon by pedagogues and parents in the process of ‘settling-in’ in ECEC, how children are expected to show specific sets of sociality in transitions to school, and how manualbased program limit the children's curiosity, agency, and participation.

M3 - Paper

ER -