{"id":1384,"date":"2026-08-30T22:53:58","date_gmt":"2026-08-30T12:53:58","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1384"},"modified":"2026-08-30T22:53:58","modified_gmt":"2026-08-30T12:53:58","slug":"cvc2026-680","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-680\/","title":{"rendered":"CVC2026-680 \u2013 From voice to influence: Co-constructing curriculum using Lundy\u2019s participation model"},"content":{"rendered":"<div class=\"cvc-hero alignfull\">\n  <span class=\"cvc-chip\">Presentation \u2013 CVC2026-680<\/span>\n<\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">From voice to influence: Co-constructing curriculum using Lundy\u2019s participation model<\/h1>\n<p class=\"wp-block-paragraph\">\n<div class=\"cvc-authors\">\n<p><strong>Nadia Wilson-Ali,<\/strong> Nido Early School, Australia<\/p>\n<\/div>\n<p class=\"wp-block-paragraph\">\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-680 From voice to influence: Co-constructing curriculum using Lundy\u2019s participation model\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/SwaDEsBbogY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<p class=\"wp-block-paragraph\">\n<p><strong>Background: <\/strong>This presentation shares a consultation project that led to the development of a national curriculum for children from birth to age five. Influenced by Lundy\u2019s model of participation, the consultation utilised responsive and participatory approaches to capture children\u2019s perspectives.<\/p>\n<p><strong>Aim: <\/strong>To capture children\u2019s voices and experiences through observation, discussion, documentation and pedagogical narration within early childhood education and care settings. Children were positioned as capable co-constructors of knowledge whose preferences, interests, and cultural identities could shape curriculum decisions. The project aimed to include both verbal and non-verbal voices of children in the curriculum co-design.<\/p>\n<p><strong>Method\/approach:<\/strong> A working group of 24 educational leaders engaged 957 stakeholders, including children, families, educators, and community members, in consultation. Interpretive and relational approaches, critical reflection, professional conversations, and pedagogical narration were used to capture multiple experiences, local knowledge, values, and children\u2019s perspectives. This was a practitioner-led inquiry conducted in one organisation. While formal ethical approval was not required, the project went through an internal approval process. Permission to capture children\u2019s and educators\u2019 data was obtained.<\/p>\n<p><strong>Results\/findings: <\/strong>The project highlighted that meaningful consultation with young children is possible through appropriate and responsive practices. It showed how children can contribute meaningfully, both verbally and non-verbally. Consultation revealed the value of family insights, educator reflection, and community knowledge in shaping inclusive, culturally responsive pedagogies.<\/p>\n<p><strong>Implications for children and families: <\/strong>This project helped educators to view you as active contributors to your own learning, with your preferences, interests, and cultural identities shaping decisions. Families\u2019 insights into home lives, culture, and relationships helped us understand your context and ensure your voices are represented.<\/p>\n<p><strong>Implications for practitioners:<\/strong> By sharing this project, we hope that you see that meaningful consultation is both possible and beneficial when you take the time to engage in interpretive and relational approaches, including observation, documentation, and pedagogical narration.<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong> consultation, curriculum development, early childhood education and care settings, long day care, children\u2019s voice<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal4\">SDG 4: Quality Education<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Nadia Wilson-Ali, Nido Early School, 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