The purpose of this graduate work is to seek knowledge about how children’s right to participation and influence is interpreted and understood in a specific context and also to examine how this right can be conditioned and shaped by the pedagogical practice of early childhood education. The focus of this study has been to examine the arguments and attitudes towards the right to participation and influence as a pedagogical practice as it is understood in early childhood education. Additionally, I have been interested in studying the affordances and restrictions that early childhood educators experience when dealing with children´s right to participation and influence. The platform used for data collection is Facebook and the informants recruited were active participants in forums regarding democracy in preschool education. In the second phase of the study I conducted online focus groups with these participants. For the analysis of the material I have adopted a poststructuralist perspective, starting from Jaques Derridas philosophical texts and use of deconstruction. The results show the complexity in early childhood education´s democratic mission. What becomes clear is the importance for the teachers to adopting an open, ethical and democratic approach in order to make children´s right to participation and genuine influence possible in the everyday reality of early childhood education.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-26015 |
| Date | January 2014 |
| Creators | Tinglej, Therése |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0022 seconds