Facilitating children’s participation in early childhood education
Background: The top-down learning model remains prevalent in Indonesia, often resulting in passive learners who hesitate to express opinions. Children’s participation, however, is a crucial principle in early childhood education, as it fosters active involvement, critical thinking, and innovation. In project-based learning, teachers serve as facilitators who encourage children’s voices. Rumah Citta School has implemented participatory facilitation methods that empower children to become confident, collaborative learners.
Aim: This study aims to describe teacher facilitation in fostering early childhood participation using Roger Hart’s Ladder of Participation. Hart’s model outlines eight levels of children’s involvement in decision-making, from manipulation to child-initiated, shared decisions with adults. It provides a framework for assessing the quality of children’s participation in educational settings. This study identifies the level of participation reflected in the learning process at Sekolah Rumah Citta and examines the extent to which children are involved in planning, implementing, and reflecting on learning activities.
Method/approach: This study employed a qualitative approach during a one month co-curricular project-based learning program at Sekolah Rumah Citta. Data were collected through classroom observations, interviews, field notes, and documentation, and analysed descriptively. Participants were 62 children aged 4–7 years and 11 educators from an inclusive early childhood school. The study was conducted with school approval, written parental consent, children’s verbal assent, and permission to use photographs and videos before data collection.
Results/findings: The findings showed that teachers supported children’s participation through open-ended questions, activity choices, guided discussions, and appreciation of children’s ideas. These strategies encouraged children to express opinions, collaborate, solve problems, and participate in decision-making. Based on Roger Hart’s Ladder of Participation, children’s participation ranged from consulted and informed to adult-initiated shared decision-making with children.
Conclusion: The findings indicate that educator facilitation at Sekolah Rumah Citta aligns with levels 6 (Adult-Initiated, Shared Decisions with Children) and 7 (Child-Initiated and Directed) of Roger Hart’s Ladder of Participation. Adults initiate projects while children share decision-making, plan, implement, and lead activities, with adults providing support only when needed. This facilitation model enables children to express ideas, make choices, and participate actively in the learning process.
Implications for children and families: Children become more confident and actively engaged when they are given opportunities to express ideas, collaborate, and participate in decision-making through enjoyable learning activities.
Implications for practitioners: As practitioners, teachers can strengthen children’s participation through child-centred facilitation while also creating an enjoyable culture of discussion that makes the classroom learning process more conducive, active, and engaging.
Keywords: children’s participation, child-centred facilitation, children’s voice
This presentation relates to the following United Nations Sustainable Development Goals: