Children's perspectives on why and when teachers listen to their ideas : Exploring opportunities for participation in the early years of school

Journal article


Mascadri, Julia, Lunn Brownlee, Joanne, Johansson, Eva, Scholes, Laura, Walker, Sue and Berthelsen, Donna. (2021). Children's perspectives on why and when teachers listen to their ideas : Exploring opportunities for participation in the early years of school. International Journal of Educational Research. 107, p. 101747. https://doi.org/10.1016/j.ijer.2021.101747
AuthorsMascadri, Julia, Lunn Brownlee, Joanne, Johansson, Eva, Scholes, Laura, Walker, Sue and Berthelsen, Donna
Abstract

Increasingly, young children are viewed as active citizens who can make meaningful decisions in their everyday worlds. However, limited research has explored children’s views about their participatory rights in classroom contexts. This longitudinal interview study followed 168 children from Year 1 (aged 6–7 years) to Year 3 (aged 8–9 years) of primary school, in Queensland, Australia, to understand their perspectives of being listened to by their teachers. Findings showed that most children believed teachers listened to their ideas, with the proportion of children expressing such views increasing over the three-year period. However, the children’s experiences of being listened to tended to occur during monologic rather than dialogic exchanges. Implications for future research, teaching, and learning are discussed.

Year2021
JournalInternational Journal of Educational Research
Journal citation107, p. 101747
PublisherElsevier
ISSN0883-0355
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2021.101747
Scopus EID2-s2.0-85100716718
Research or scholarlyResearch
Page range1-11
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online11 Feb 2021
Publication process dates
Accepted30 Jan 2021
Deposited24 Jun 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP130102136
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