{"id":1346,"date":"2026-08-30T22:54:15","date_gmt":"2026-08-30T12:54:15","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1346"},"modified":"2026-09-01T11:16:05","modified_gmt":"2026-09-01T01:16:05","slug":"cvc2026-640","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-640\/","title":{"rendered":"CVC2026-640 \u2013 Pedagogy, sustainability, and global dialogue"},"content":{"rendered":"
Presentation \u2013 CVC2026-640<\/span><\/div>\n

Pedagogy, sustainability, and global dialogue<\/h1>\n
\n

Lisa Winiata, <\/strong>Kaitiaki kindergartens, New Zealand<\/p>\n<\/div>\n

Presentation Withdrawn<\/p>\n

Background: <\/strong>What happens when children\u2019s perspectives move beyond consultation and begin shaping pedagogy and systems? This presentation explores the Voices of Children pedagogy, where children investigate local sustainability issues, express their thinking through multimodal forms, and collectively influence educational practice and global conversations about children\u2019s futures.<\/p>\n

Aim: <\/strong>This presentation examines how the Voices of Children pedagogy positions young children as active contributors to pedagogical decision-making and sustainability action. It explores how children\u2019s perspectives move beyond consultation to shape curriculum design, learning environments, and professional reflection, while demonstrating how children\u2019s locally expressed ideas can contribute to broader educational and societal conversations.<\/p>\n

Method\/approach: <\/strong>This participatory inquiry engaged children aged 2\u20136 across two kindergarten settings through dialogue, child-led research, creative expression, and collaboration. Children explored local sustainability issues using multiple forms of communication. Their contributions and kaiako practice were analysed through reflective review and internal evaluation. Parental consent and child assent were obtained. Children\u2019s perspectives were shared internationally, informing global dialogue and policy.<\/p>\n

Results\/findings: <\/strong>Children identified sustainability issues affecting their local communities through child-led inquiry and collaborative exploration. They initiated actions within their kindergartens and wider communities, positioning themselves as agents of environmental change. Their work has contributed to national sustainability conversations and demonstrated how young children, grounded in a M\u0101ori worldview, can act as global citizens influencing dialogue beyond their local contexts.<\/p>\n

Conclusion: <\/strong>This work highlights the potential of participatory pedagogy to reposition children not as passive recipients of curriculum, but as active creators of it. When children\u2019s perspectives meaningfully shape inquiry, curriculum, and action, they influence practice, community responses, and broader sustainability agendas. Recognising children as capable knowledge-holders strengthens children\u2019s rights and affirms their role in shaping more sustainable futures.<\/p>\n

Implications for children and families: <\/strong>Your voice can create change. By sharing your ideas and exploring what matters to you, you help shape learning, care for the environment, and influence decisions that affect your future.<\/p>\n

Implications for practitioners:<\/strong> When you create space for children\u2019s voices, you enable them to move from participants to change-makers. Your practice can transform children\u2019s ideas into curriculum, community action, and contributions to wider social conversations.<\/p>\n

Keywords<\/strong>:<\/strong> children\u2019s rights, global citizenship, early childhood education<\/p>\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n