How can the child’s voice be effectively ‘heard’ and
facilitate change within a locality of Children’s Centres
in England?
Alison Moore
University of Worcester
34 Years in Early Years:
•
•
Field of Social Care, Child Protection and Family Support
•
Teaching & Learning – Principle Lecturer and NVQ
Coordinator FE
Quality – Registration & Inspection, Ofsted, NCMA Children
Come First Networks
BA in Further &Higher Education
•
Sure Start (2002) Children’s Centre Lead & Extended
Services Coordinator (2005) NPQICL (2006) MA Early
Childhood (2009)
•
Leadership of group of Centres & Locality Manager (2015)
Outstanding 2011 & 2014 (new framework)
Child deaths in England
Marie Colwell
8
(1973)
Victoria Climbié
6
(2000)
Jasmine Beckford
5
(1984)
Khyra Ishaq
7
(2008)
Keanu
Williams
2
(2011)
Baby P
Peter Connolly
1½
(2007)
Daniel Pelka
4
(2012)
•
•
Children Centres in England
•
Reducing Health Inequalities
•
Narrowing the Gap - Quality Early Years Provision –
2,3,4 year old funding
•
Child Poverty & Worklessness
Community Based Early Intervention, Parenting and
Family Support – from pregnancy to school age
•
There is a strong commitment, grown out
of a set of deep rooted principles, good
practice models and research that places
the child at the centre of our work
•
Study has a key focus, relevance to
current policy developments and a strong
platform from which to investigate
Critically Investigate strategies for enabling child voice (lit
review and identifying strategies to adopt)
Critically analyse the strategies through assessing
their effectiveness and validity in enabling child
voice and facilitating change
Refine strategies and/or synthesise and develop new
strategies
•
Child Protection Discourse
•
•
•
Child Rights Discourse
Quality Practice Discourse
Child Well-Being Discourse
•
•
Concept of ‘child’ and ‘childhood’
Children as Social Agents in a discourse of Citizenship
•
Brofenbrenner’s Ecological Systems Theory
(1979)
•
Bourdieu’s concept of Habitus
(1990)
•
Oliveira Formosinho and Formosinho Pedagogy-in-Participation
(2012)
Gaining Informed Consent from the
• Gatekeepers
• The Practitioners
•
The Parents
• Gaining Children’s Assent
•
Dissent – the right to withdraw
Pedagogical Leadership Aubrey (2011)
‘Inner Leadership’ McDowell & Murray (2012)
Relational Pedagogy Papatheodorou & Moyles (2009)
Ecological Systems Theory Bronfenbrenner (1979)
Pedagogic Isomorphism (2000)
Community Learning Freire (1970)
Pedagogical Transformation Foucault (1998)
Pedagogy of Lentitude Formosinho (2003-2009)
Sociocultural and activity theory Vygotsky (1978)
Collaborative Leadership Chrislip & Larson(1994)
Communities of Practice Wenger (2004)
Co-construction of meaning & direction Sergiovanni (1999)
Pedagogical Praxis Formosinho (1998)
Collaborative enquiry McNiff & Whitehead (2002)
Building open,
trusting
relationships
is key for
Pedagogical
Praxis
Process of
Transformation must be
Felt, Dialogued and
Reflected in
Companionship
Pedagogic Isomorphism
creates learning opportunities
for 'educators' that credits
them with respect, agency
and participation so that they
can create similar
opportunities for children.
Children's Agency
is premised on
the belief that
children are
capable of
making sense of
their views - they
are entitled to
express their
views
Methods
Methodology
Children’s
Drawing
•
•
Mosaic
Approach
Co-Constructed research with children as researchers
Developing cultures of meaningful participation with Children
Data Collection
•
Data Analysis
Learning
Stories
• Draw – your – day
• Child Interviews
•
•
•
•
•
• Concept Analysis
• Thematic Analysis
•
Using Cameras to listen
to children
Tours
Conferencing
Parent, staff, children
interviews
Observation
Piecing together
information for dialogue,
reflection and
interpretation
Thematic Analysis
•
•
•
•
Narrative Assessments
Observations
Photographes
Video
•
Learning Journeys –
Child Progress
Analysis of discourse
•
Summary
•
Good start in life for children growing up in area of
97% level of deprivation and poverty
•
Creating a community approach with emphasis on
the here and now
•
What do children need from society today in their
everyday lives?
•
•
Child rights with an emphasis on well-being
•
Cultural change through pedagogic mediation
Whole family well-being approach, enabling all
children to maximise their capabilities
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