Essa investigação busca evidenciar as ações e os interesses de aprendizagem das crianças bem pequenas, articulando-os à possibilidade de promover a participação infantil no planejamento e organização do cotidiano escolar. O suporte teórico que fundamenta esse trabalho é o conceito de aprendizagem pela vida cotidiana (BROUGÈRE; ULMANN, 2012) e as discussões sobre participação infantil pautadas nas interlocuções dos Estudos da Criança, especialmente no campo da Sociologia da Infância (FERNANDES, 2009). As estratégias metodológicas foram construídas principalmente a partir do referencial sobre investigações qualitativas (BOGDAN; BIKLEN, 1994) e sobre pesquisa com crianças (GRAUE; WALSH, 2003). Participaram da pesquisa treze crianças entre 17 e 27 meses de uma escola pública de Educação Infantil de Porto Alegre e sete adultos. As crianças são consideradas protagonistas desse estudo, porém as professoras e o estagiário responsáveis pela turma, através de suas práticas, constituíram-se como importantes interlocutores ao longo da pesquisa. Os interesses de aprendizagem das crianças foram organizados em três categorias de análise que sustentam a ideia de aprender na vida em comum, aprender pela vida cotidiana e, por fim, aprender fora da “sala de aula”. Esses grupos de interesse indicam que a participação infantil na organização do cotidiano da escola está atravessada pela concepção das ações das crianças, em busca de compreender, estar junto e fazer parte do mundo, como aprendizagens fundamentais na primeira infância. / This investigation aims to put in evidence the activities and learning interests of young childrenarticulating them to the possibility of promoting child participation in the planning and organization of the school daily life. The theoretical support on which this work is based is the concept of learning through daily life (BROUGÈRE e ULMANN, 2012) and the discussions about child participation based on the interlocutions of Child Studies, especially in the field of sociology of children (FERNANDES, 2009). The methodological strategies were developed mainly from the reference of qualitative investigation (BOGDAN e BIKLEN, 1994) and child research (GRAUE E WALSH, 2003). Thirteen children aged 17 to 27 months from a public day care in Porto Alegre and seven adults participated in this research. The children are considered protagonist of this study, but the teachers and trainee in charge of the group became important interlocutors along the research due to their work. The learning interests of children were divided into three categories of analysis that support the idea of learning in the shared childhood, daily life and,finally, “outside” the classroom. These groups of interests indicate that the child participation in the school life organization is related to the children’s activities seeking to understand, get together and be part of the world, which constituteessential learning in the early childhood.

Circle time is a common every day activity in many preschools in Sweden. Circle time goes back a long way when it comes to Swedish preschool history. The preschools of today has a strong belief in the competent child, and the influence of children is supposed to color the entire preschool operation. In circle time, however, we have observed that the influence of children sometimes seems to be forgotten. By observing circle time activities in a preschool based in a suburb in the outskirts of Stockholm, we hope to see just how much children are allowed to make their own decisions, express their opinions, and make suggestions to their preschool teachers that are relevant to that activity. To aid us in the analysis of our observation material, we have harnessed aspects from the new sociology of childhood approach. The core of childhood sociology is that it sees children as active agents in co-constructing practices and understandings of childhood, both in co-ordination and in opposition with adults. With the help of earlier studies, we seek to explore the purposes and functions of circle time, and how that affects the role and the space of action of the children. We also find that when children aren't pleased with what the forced participation circle time includes, they find ways to protest while all the while participating in the activities.

No abstract available. / Dissertation (LLM)--University of Pretoria, 2014. / gm2014 / Private Law / unrestricted

Orientador: João Pedro Albino / Banca: Lucilene Cury / Banca: Francisco Sierra Caballero / Resumo: Tendo em vista a presença das tecnologias da informação e comunicação no cotidiano das crianças, o presente trabalho investiga as produções midiáticas para esse público na Internet, a fim de elaborar um webjornal infantil. Considerando as crianças como usuárias interativas das novas mídias, em especial da Internet, torna-se fundamental que tais produções correspondam aos seus interesses e necessidades. Para conhecer essa nova geração da infância, que já nasce com as tecnologias, realizamos uma pesquisa com crianças de 10 a 12 anos, em uma escola pública em Bauru (SP), com a finalidade de verificar a relação que estabeleceram com a Internet, com os sites infantis e com o webjornalismo. Diante das opiniões e questionamentos delas, direcionamos nossa análise para sites infantis, de forma a identificar sua adequação ao público alvo. Frente às análises, definimos os elementos do webjornal, visando a sua usabilidade e interação com as crianças. Os resultados obtidos visam à promoção e valorização da infância enquanto público-alvo de mídia, além de pontuar a importância da participação infantil em relação a assuntos de seu interesse que, direta ou indiretamente, atuam em sua formação como cidadã e leitora crítica da realidade. Ao mesmo tempo, discutimos a produção jornalística para crianças na Internet, com a intenção de demonstrar sua viabilidade e contribuição social / Abstract: Taking for granted technologies of information have been present in our day-by-day lives more and more frequently, mainly in our children's activities, this work traces an investigative study on media products developed toward a particular teenage gap (10-12 years old) using internet tools, in order to elaborate a childlike web-news site. Considering children as interactive users of new media, specially the Internet, it is essential that such products fulfill all their interests and necessities. To learn more about this generation, which was born literature for the technologies, we developed a research based on children aged 10 to 12 from a public school in Bauru, country side of São Paulo state. Our goal is to verify what kind of relationship those children set up concerning to the Internet, designed sites for children an the web-news sities. Taking the children's opinions and questionings into account, we will guide our research to the analysis of infant sites in order to identify their suitability to their targeted users. According to data obtained from ghe analyses, we define the elements of a web-news site, aiming its larger usability and interaction with the children. The results obatined take into consideration both better promotion and value of childrood whereas media targeted clients besides pointing out the importance of infant's participation as both citizens and critical readers of the reality they are inserted. We also discuss the web-news production for children on the internet aiming to demonstrate its viability and social contribution / Mestre

Child participation is one of the fundamental principles of the United Nations Convention on the Rights of the Child (1989), which South Africa ratified in 1995, together with (a) the best interest of the child; (b) survival, protection and development; and (c) non-discrimination (Hodgkin&Newell, 2002:17). It can be viewed as one of the cornerstones of child rights (and also human rights) as far as the Convention is concerned. The strongest foundations for children’s right to participation in society can be found in universally agreed upon human rights treaties as well as domestic laws. These provide, either directly or by interpretation, for the right of children to participate in claiming their civil and political rights (first order rights) as well as their social, economic and cultural rights (second order rights). It is apparent that the construction of childhood by the adult portion of society directly affects children’s ability to claim and execute their right to participation as citizens. These constructions of childhood are largely determined by the large differences in power between children and adults, where adults hold the power and decide when and how much power will be given to children, and by children’s perceived status as “lesser” than adults and, as such, needing to behave and respond in certain ways. Both these perceptions influence the meaningful participation of children. Despite progression being made globally on the importance and value of children’s participation, there remains a tension between children’s right to participation and society’s construct of children and childhood. While this tension prevails, it is important that mechanisms be found that will ensure that children’s right to participation is executed in a way that will ensure that society’s perceptions of childhood do not influence the quality of meaningful participation. Authentic and meaningful participation can be safeguarded by ensuring that participation occurs within a framework that spells out the ethical principles to which child participation should adhere. Research was undertaken to explore the foundations of child participation as a fundamental right, and to develop ethical principles for child participation for use in practice. As part of a qualitative study, semi-structured interviews were conducted with adult experts in child participation, and focus group discussions were held with children involved in child participation. From the study it was concluded that ethical principles for child participation are important to ensure that children are enabled to participate in an authentic and meaningful manner in all matters that affect them and their communities. Based on the findings and the conclusion, a framework for the ethical principles of child participation was developed. Recommendations included the following: <ul> <li> Publishing and dissemination of the framework for the ethical principles of child participation.</li> <li> Monitoring of child participation to ensure that it is ethical.</li> <li> Training in ethical child participation for all role players.</li></ul> / Dissertation (MA)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

No description available.

Den här litteraturöversiktens syfte är att undersöka vilka begränsningar och möjligheter som finns för arbetet med barns inflytande i förskolan, utifrån artikel 12 i Barnkonventionen och Shiers (2001; 2010) delaktighetsmodell. Barnkonventionen har funnits sedan 1989, och har ratificerats av ett stort antal länder. I Sverige har Barnkonventionen varit lag sedan den 1 januari 2020, vilket gör frågan aktuell. Studierna i litteraturöversikten kommer från olika länder i världen och är utförda i olika former av förskoleliknande verksamhet, för barn upp till 6 år. Artikelförfattarna har använt olika metoder för att undersöka hur barn i förskolan får inflytande över verksamheten, bland annat observationer, intervjuer och enkäter. Resultaten visar att barn i många fall har visst inflytande, men att det är de vuxna i förskolan som har makten att dela med sig av inflytandet till barnen. Om vuxna inte delar med sig, kommer barnens inflytande att vara inget eller litet. Det är också viktigt att barn för att kunna använda sitt inflytande, får undervisning i hur de kan ska kunna göra det på ett bra sätt. Resultaten visar att pedagoger behöver förhålla sig på olika sätt till barnen beroende på deras ålder. De yngre barnen behöver pedagoger som är med dem i leken och andra situationer för att deras initiativ till inflytande ska uppmärksammas och göra skillnad. De äldre barnen visar sig ta större initiativ till inflytande när pedagoger tar ett steg tillbaka och låter barnen förhandla och kompromissa med varandra, istället för med pedagogen. Huvudmän och ledare för förskoleverksamhet behöver göras uppmärksamma på vilken kompetens som krävs hos pedagoger i förskolan för att barn ska få inflytande över verksamheten. Mer forskning behövs, för att undersöka i vilken grad barn behöver närvarande vuxna för att utöva inflytande på ett bra sätt. / This literature review aims to investigate the possibilities and obstacles for child participation in early childhood education, related to article 12 in the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC was adopted in 1989, and has since then been ratified by most countries. In Sweden the UNCRC has been a national law, since January 1st 2020. The studies in this review were made in different countries from all over the world, in different types of early childhood education for children 6 years or younger. The results show that children do have participation in some ways, but that child participation is dependent on educators who share their power with the children. They also show that children need to be educated in their right to participation to practice their rights in a good way. An additional result shows that younger children need educators to take part in their doings, to make sure their initiative to agency is being noticed and taken care of. Older children need the educator to take a step back from their role as a leader, and let the children negotiate with each other instead of with the educator. Additional research is needed to study the connection between educators grade of power and children’s participation in different ages.

In the last two decades, increasingly more research has been conducted on the process of participation as a children’s right both nationally and internationally. This includes research on children’s participation within the family environment as well as with children who are placed into alternative care. Children’s participation within the field of child protection continues to demonstrate challenges for both children and those adults working with children in this environment. A child and youth care centre forms part of the broader field of child protection and represents a bounded system of dynamics especially with regard to the process of children’s participation. There continues to be various barriers with regard to children’s participation in general but especially for children who have been found in need of care and protection. This is largely linked to the emphasis being put on the vulnerabilities and needs of children who have been placed into alternative care. The general aim of the study was to qualitatively, through a case study design, explore and describe the nature of participation as a children’s right in the context of a child and youth care centre in the Western Cape. The case study was utilised in order to gain more insight into the nature of participation as a children’s right, based on the perceptions of the children, child care workers, social workers and professionals within the system. Thirteen semi structured individual interviews were held with the child participations. Prior to the interviews, a session was held with the children to discuss the purpose of the research and to allow them to become more aware of the concept of children’s participation. The children were asked to create a collage of their perception of children’s participation as a right. Two separate focus groups were held for the adult participants; one for the child care workers and the other for the social workers and professionals. Based on the findings of this qualitative study about the nature of children’s participation as perceived by both children and adults in a child and youth care centre, the article in Section B aims at highlighting those critical elements needed for the realisation of children’s participation within a context of child protection. / MSW (Child Protection), North-West University, Potchefstroom Campus, 2014

Studiens syfte var att undersöka hur socialsekreterare praktiskt arbetar för att möjliggöra barn och ungas delaktighet i barnavårdsutredningar. I denna kvalitativa studie har fokusgruppsintervjuer använts och materialet har analyserats med hjälp av en kvalitativ tematisk nätverksanalys. Totalt tio socialsekreterare som arbetar med barnavårdsutredningar har deltagit. Studien visar att det finns olika sätt att praktiskt göra barn och unga delaktiga, att synen på delaktighet är bred och innefattar behov av att individanpassa delaktigheten till det unika barn eller unge de har framför sig. Studien visar även att relationen mellan socialsekreterare och barn och unga är av stor vikt samt att organisationens förutsättningar har stor betydelse i arbetet med att göra barn och unga delaktiga i barnavårdsutredningar. Studien visar att förbättringsmöjligheter inom framförallt organisationens förutsättningar finns i arbetet med att möjliggöra barn och ungas delaktighet. / The aim of this study is to investigate how social workers practically work to enable children and young people’s participation in child care investigations. The method used is qualitative focus group interviews and the empirical material has been analysed using a qualitative thematic network analysis. A total of ten social workers working with child care investigations have participated. The study shows that there are different ways of practically involving children and young people, that social workers view of participation is broad and involves the need to individualize the participation of the unique child or youth they meet. The study also shows that the relationship between social workers and children and young people is of great importance and that the organisation's prerequisities are of great importance in the work to enable children´s and young people’s participation. The study shows that opportunities for improvement within, above all, the organisation's prerequisities exist in the work to enable children´s and young people’s participation in child care investigation.

Made available in DSpace on 2016-04-27T14:31:26Z (GMT). No. of bitstreams: 1 Tese_finalCOLASANTO.pdf: 1422994 bytes, checksum: 51179e12f1b36c9e65bbe75d7738d248 (MD5) Previous issue date: 2014-10-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to investigate the written records on preschool children's participation on their own assessment prepared by their teachers at two São Paulo public preschools that receive children from three to five years old. Theoretically this research is based on Dewey's conception of a democratic school (1959), also discussed by other authors, such as Freire (1983, 2005), Apple and Beane (2001). The child is defined as a social actor, and their experiences should be the center of the curriculum plal1ning, that must ensure the participation of the child in the program (EDWARDS et al., 1999, JAMES, et al., 1998; SARMENTO, 2007; FARIA, et al., 2002). The assessment proposal is based on the National Curriculum Guidelines for Early Childhood Education published by the Minister of Education in 2009 and on the curriculum documents of the São Paulo municipality. The research is also based on conceptions about contextualized processes of continuous teacher' straining, that integrate observation, reflection and action on their own practices' of assessment documentation (DEWEY, 1959; SHON, 1992; PÉREZ GOMEZ, 1992; FREIRE, 1996; GIROUX, 1997). The research examined those most commonly used children's assessment procedures, such as observation and written records (FREIRE, 1983; WARSCHAUER,1993), their organization on reports (COLASANTO, 2007), the participation of the child's own assessment and the organization of pedagogical documentation (MALAGUZZI,1999; DAHLBERG et al, 2003; OLlVEIRA-FORMOSINHO & AZEVEDO, 2008).The fieldwork followed a methodology of action research, according to the :formulation by Thiollent (2004), involving the researcher, the managers (the principal :,and the pedagogical advisor) teachers and children from two preschools, during the period of one year. The results show that the textual organization by argumentative sequence, proposed by Bronckart (2003) and used by Colasanto (2007) in assessment reports contribute to the organization of the records made by teachers. In the written report, the child becomes the main subject, through the registers of their speech, actions, interactions, and the teaching-learning process. The interviews with children, reproduced on the assessment documentation, show what they think about the projects and activities at school, helping their self-knowledge. It seems that the opinion of the child can bring important elements for reviewing program planning and teaching practices / Este estudo tem por objetivo investigar o registro da participação das crianças nos relatórios de avaliação, em duas Escolas Municipais de Educação Infantil - EMEls, do município de São Paulo, que recebem crianças de 3, 4 e 5 anos de idade. Teoricamente o presente trabalho parte da concepção de escola democrática proposta por Dewey (1959) e discutida por outros autores, como Freire (1983, 2005) e Apple e Beane (2001), considerando a I criança como ator social e propondo que suas experiências constituam o centro do planejamento e que a proposta curricular preveja a participação da criança (EDWARDS et al., 1999, JAMES, et al., 1998; SARMENTO, 2007; FARIA, et al., 2002). No que se refere à avaliação na educação infantil, o estudo baseia-se nas propostas das Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI (BRASIL, 2009) e nos documentos da rede municipal de São Paulo. Outro fundamento da pesquisa encontra-se nas concepções de formação contínua de professores de educação infantil, relacionando observação, reflexão e ação sobre a própria prática de registros em avaliação (DEWEY, 1959; SCHÓN, 1992; PÉREZ GÓMEZ, 1992; FREIRE, 1996; GIROUX, 1997). São abordados aqueles procedimentos mais utilizados em avaliação com crianças, como a observação e os registros escritos (FREIRE, 1983; WARSCHAUER, 1993), sua organização em relatórios (COLASANTO, 2007), a participação da criança na própria avaliação e a organização da documentação pedagógica (MALAGUZZI, 1999; DAHLBERG et al., 2003; OLlVEIRA-FORMOSINHO & AZEVEDO, 2008). O trabalho de campo seguiu uma trajetória de pesquisa-ação, de acordo com a formulação de Thiollent (2004), envolvendo a pesquisadora, as gestoras e professoras de duas unidades de educação infantil e as crianças, durante o período de um ano. Os resultados revelam que a organização textual pela sequência argumentativa, proposta por Bronckart (2003) e utilizada por Colasanto (2007) na elaboração de relatórios de avaliação contribuem para a organização dos registros realizados pelas professoras. Na escrita do relatório, a criança torna-se o sujeito principal, por meio do resgate de suas falas, ações, interações e o acompanhamento do processo de ensino-aprendizagem. Na avaliação, as entrevistas com as crianças indicam o que elas pensam sobre os projetos e atividades desenvolvidas por elas na escola, proporcionando assim, o autoconhecimento. Verifica-se que a opinião da criança pode trazer à prática docente importantes elementos para o replanejamento das atividades