Looking to hear: Engagement, dialogue, and encounters unpacking children’s voices in the context of play
Background: In 2023, we were invited to contribute to the project Children’s Perspectives in Early Childhood Pedagogy, Policy and Practice, led by the Early Childhood Office Research and Evaluation Team for the NSW Department of Education. The project centred on children’s rights to be active participants in early childhood settings by creating meaningful opportunities to seek, hear, and consider children’s perspectives.
Aim: Our contribution focused on gathering children’s perspectives on physical environments and what children need from educators. As we began this work, we reflected on what “children’s voice” looks like within the context of play. This prompted us to expand our understanding of voice beyond verbal communication to include children’s play, shared dialogue, encounters with materials, and interactions with peers.
Method/approach: Using open-ended materials, art mediums, and collaboration, children expressed ideas in unexpected ways. These materials enabled children to symbolise, interpret, and communicate their thinking creatively. While our initial focus was on physical spaces, the project evolved to explore children’s perspectives on what they need from teachers/educators. Ethics: Institutional approval was provided by the NSW DET.
Results/findings: The project revealed several key insights. Children’s perspectives are also communicated through moments of “being”, choice, autonomy, and their connections to place. The process reinforced the importance of reflective practice, ensuring educators remain open to perspectives that may challenge adult assumptions or agendas.
Conclusion: Since engaging in the project, we have further considered ways to advocate for children’s rights and to share children’s voices through the visual arts. Recently, we were selected to exhibit children’s work at our local gallery. This exhibition will advocate for children as artists and citizens.
Implications for children and families: Children are competent and capable and have a right to share their voice in diverse ways. Connection and relationship are integral in meaningful engagement.
Implications for practitioners: Practitioners are invited to broaden their understanding of ‘children’s voice’. Children’s voices show up in many ways through early childhood contexts and through play.
Keywords: children’s perspectives, children’s voice, early childhood pedagogy, play-based learning, child agency, reflective practice, visual arts, children’s rights, encounters, engagement
This presentation relates to the following United Nations Sustainable Development Goals: