Show simple item record

dc.contributor.authorGeorgeson, Jan
dc.contributor.authorPorter, Jill
dc.contributor.authorDaniels, Harry
dc.contributor.authorFeiler, Anthony
dc.date.accessioned2017-05-03T15:36:52Z
dc.date.available2017-05-03T15:36:52Z
dc.date.issued2014
dc.identifier.issn1350293X
dc.identifier.doi10.1080/1350293X.2014.883720
dc.identifier.urihttp://hdl.handle.net/10072/67536
dc.description.abstract: From consideration of children's rights in general and equal opportunities for disabled children in particular, it is important to consult children about barriers and supports to learning and participation. Finding appropriate and feasible ways, however, to incorporate this into educational programmes for younger children can present challenges. Here we report on what happened when teachers from reception classes in England for children aged 4-5 years implemented activities designed to access pupils' views about what helps or hinders at school. Teachers evaluated the feasibility and usefulness of the activities and, together with a small sample of children's responses, this showed that young children could indeed identify aspects of school life they like or dislike, laying the foundations for identifying barriers and supports to learning. Teachers' responses highlighted the importance of careful choice of activity to meet the needs of young children, particularly those with communication difficulties and/or low self-confidence, with staff in some cases adapting and merging activities to suit pupils' needs. Sensitive issues emerged concerning the introduction of consultation activities early in children's school careers. The implications of a compliant rather than collaborative approach by teachers are discussed in the context of children's right to have their views heard, and their developing understanding of difference.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom198
dc.relation.ispartofpageto212
dc.relation.ispartofissue2
dc.relation.ispartofjournalEuropean Early Childhood Education Research Journal
dc.relation.ispartofvolume22
dc.rights.retentionY
dc.subject.fieldofresearchEducation Systems not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchcode130199
dc.subject.fieldofresearchcode1301
dc.titleConsulting young children about barriers and supports to learning
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorDaniels, Harry R.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record