Abstract
This paper explores young children’s voices about their play spaces in one Scottish primary school.
Relationship to previous research works
Whilst there is research incorporating children’s voices in the design of learning environments, particularly outdoor ones (e.g., Clark and Moss, 2005), most of the literature surrounding children’s voices and their play spaces is situated and has evolved within the pre-school context (e.g., Merewether, 2015).
Theoretical and conceptual frameworks
We conceptualise voice as a multidimensional construct (Flynn, Shevlin, and Lodge, 2013) and theorise it based on the Lundy (2007) model of voice.
Paradigm, methodology and methods
Using a participatory approach, 45 children (aged 5-7 years) chose from a range of visual and creative methods (e.g., InPhoTours, drawing, mapping) to share their voices.
Ethical considerations
By incorporating a ‘Playful Research Ethics Framework’, a developmentally appropriate framework which involved the use of visual aids, puppets, songs, Makaton symbols and discussions as well as attention to any cues of disengagement, this research aimed at achieving children’s ongoing informed assent.
Main finding or discussion
Four themes were identified: (a) the ‘whole child’ in the space, (b) space and relationships, (c) function of space, and (d) impact (or lack) of children’s voices about space. Children expressed differences in ownership, creativity and imagination in indoor and outdoor spaces. Further, despite perceiving there to be a lack of agency, children were willing to share their voices.
Implications, practice or policy
There are implications for both research and practice in terms of adults willingness to effectively listen to children’s voices and acting on them. This study makes original and significant contributions which have the potential to impact research and practice with young children internationally, including Scotland where UNCRC article 12 is now enshrined in law.
Relationship to previous research works
Whilst there is research incorporating children’s voices in the design of learning environments, particularly outdoor ones (e.g., Clark and Moss, 2005), most of the literature surrounding children’s voices and their play spaces is situated and has evolved within the pre-school context (e.g., Merewether, 2015).
Theoretical and conceptual frameworks
We conceptualise voice as a multidimensional construct (Flynn, Shevlin, and Lodge, 2013) and theorise it based on the Lundy (2007) model of voice.
Paradigm, methodology and methods
Using a participatory approach, 45 children (aged 5-7 years) chose from a range of visual and creative methods (e.g., InPhoTours, drawing, mapping) to share their voices.
Ethical considerations
By incorporating a ‘Playful Research Ethics Framework’, a developmentally appropriate framework which involved the use of visual aids, puppets, songs, Makaton symbols and discussions as well as attention to any cues of disengagement, this research aimed at achieving children’s ongoing informed assent.
Main finding or discussion
Four themes were identified: (a) the ‘whole child’ in the space, (b) space and relationships, (c) function of space, and (d) impact (or lack) of children’s voices about space. Children expressed differences in ownership, creativity and imagination in indoor and outdoor spaces. Further, despite perceiving there to be a lack of agency, children were willing to share their voices.
Implications, practice or policy
There are implications for both research and practice in terms of adults willingness to effectively listen to children’s voices and acting on them. This study makes original and significant contributions which have the potential to impact research and practice with young children internationally, including Scotland where UNCRC article 12 is now enshrined in law.
| Original language | English |
|---|---|
| Publication status | Published - 20 Feb 2024 |
| Event | European Early Childhood Education Research Association: 32nd Annual Conference - The University of Brighton, Brighton, United Kingdom Duration: 3 Sept 2024 → 6 Sept 2024 https://www.eecera.org/conference/2024-32nd-eecera-conference-brighton-united-kingdom/ (Link to Conference Website) |
Conference
| Conference | European Early Childhood Education Research Association: 32nd Annual Conference |
|---|---|
| Country/Territory | United Kingdom |
| City | Brighton |
| Period | 3/09/24 → 6/09/24 |
| Internet address |
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