Embedding children's participation rights in pedagogical practice in lower primary classrooms in Wales

本项目旨在解决将政策意图转化为课堂实践的棘手问题。威尔士的政策背景是，儿童权利在立法和规定中处于中心地位。在学校范围内，威尔士课程的基础是致力于实现体现儿童权利的四个目标。出现研究问题的原因是，研究表明，尽管有这种政策辞令，但幼儿的参与权往往被以一种单向度的方式理解，例如与对课程内容发表意见有关。据报告，支持确立幼儿参与权的教学做法并不一致，有时反映了对儿童确立权利的“有限”办法，即只有某些儿童能够在某些时间、在某些空间和出于某些原因作出某些选择。该项目以学校中5至7岁的幼儿为重点，考虑教学实践如何能够使所有儿童都享有参与权，并经常听取儿童的意见和意见。该项目采用了参与性的迭代研究设计，首先探索与幼儿及其教师的研究问题，然后与学生教师及其教育工作者在大学和学校为基础的认可的伙伴关系，在威尔士提供初始教师教育。

This project seeks to address the thorny issue of translating policy intention into classroom practice. The Welsh policy context is such that children's rights are centrally placed within legislation and provision. In the school context the Curriculum for Wales is underpinned by a commitment to four purposes which enshrine children's rights. The research problem arises as a result of research that indicates, despite this policy rhetoric, that young children's participation rights are often understood in a one-dimensional manner, for example related to voicing an opinion about curriculum content. Pedagogic practices that are reported to support the enactment of young children's participation rights are inconsistent, and at times reflect 'bounded' approaches to children's enactment of rights in which only certain children are able to make certain choices, at certain times, within certain spaces and for certain reasons. Focussing on young children, aged 5-7 years, in the school context, this project considers how pedagogic practices can embed participatory rights for all children, and attend, routinely, to children's voice and agency. The project adopts a participatory iterative research design, initially exploring the research problem with young children and their teachers, and then with student teachers and their educators in university- and school-based accredited partnerships providing initial teacher education in Wales.