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

该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将儿童权利置于立法和规定的中心位置。在学校方面，威尔士课程的基础是对四个目标的承诺，这些目标体现了儿童的权利。研究问题的产生是由于研究表明，尽管有这种政策辞令，但幼儿的参与权往往以一种单一的方式被理解，例如与对课程内容发表意见有关。据报告，支持制定幼儿参与权的教学实践是不一致的，有时反映了在制定儿童权利方面的“有限”做法，即只有某些儿童能够在某些时间、某些空间和出于某些原因做出某些选择。该项目以学校背景下5-7岁的幼儿为重点，考虑如何通过教学实践将所有儿童的参与权纳入其中，并定期听取儿童的意见和发挥他们的作用。该项目采用参与式迭代研究设计，首先与幼儿及其教师一起探索研究问题，然后与在威尔士提供初级教师教育的大学和学校认可的合作伙伴关系中的实习教师及其教育工作者一起探索研究问题。

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.