Presentation – CVC2026-671

“What do children want?”: Educators’ interpretation of children’s voices in creating equitable learning environments in school-age educare

Maryna Rosen, Mid Sweden University, Sweden

Background: Extended education refers to organised education and care provided before and after compulsory school hours. In Sweden, this is provided through School-Age Educare Centres (SAEC), where care, learning, play, and social participation are integrated. In SAEC, children’s voices are recognised as central, yet research focuses on what children say, rather than how their voices are understood. Studies show that children value play, relationships, and choice, while experiencing frustration when they cannot influence activities (Elvstrand et al., 2025; Elvstrand & Boström, 2025).

Aim: This study explores how educators interpret children’s voices in creating equitable learning environments.

Method/approach: The study is based on action research in four SAECs in Sweden involving 37 educators. Data were generated through collective reflection focused on equitable practice and children’s perspectives. Ethical approval was not required under Swedish legislation. Written informed consent was obtained from all participating educators.

Results/findings: Educators described children’s voices as often implicit, fragmented, or indirectly expressed, requiring interpretation. Participation does not necessarily mean children can influence what they do. Educators describe equity as responsiveness to individual needs, such as being alone or changing activity. Key conditions for equity include autonomy, safety, and opportunities to be oneself. Educators interpret children’s voices through unclear signals, silence, and everyday interactions.

Conclusion: The study suggests that children’s voices become meaningful through educators’ interpretive work in everyday practice. The findings suggest moving beyond understanding children’s voices as direct expressions towards examining how these voices are interpreted and enacted in practice. Further research is needed on professional judgment, interpretation, and the conditions under which children’s voices become visible or remain unheard.

Implications for children and families: Children and families benefit when educators attend not only to what children say but also to their daily actions, emotions, and preferences. This supports responsive learning environments that recognise individual development and provide conditions for navigating developmental transitions.

Implications for practitioners: You need to develop interpretive sensitivity to recognise children’s implicit, indirect, and non-verbal expressions when creating equitable learning environments.

Funding: Mid Sweden University and Sundsvalls Municipality (Grant No. [Dnr MIUN 2021/1080]).

Keywords: action research, children’s voices, equity, interpretation, school-age educare, participation

This presentation relates to the following United Nations Sustainable Development Goals: