Reframing listening for belonging and participation in early childhood care and education settings: a case in South Africa

ABSTRACT

This study is part of larger South African project funded by the Department of Higher Education and Training and EU which focused on how practitioners listen to young children in early childhood care and education to encourage a sense of belonging and participation. The study was conducted at two early childhood care and education centres, one advantaged and one disadvantaged, where practitioners were interviewed about their views and experiences of listening to children. Data were analysed qualitatively using thematic analysis. The study found that practitioners were keenly aware of the importance of listening to young children, thereby democratising pedagogical spaces and validating children’s right to participate. Their views highlighted the link between listening and encouraging a sense of belonging. Furthermore, listening with regard to being relational, responsive and encouraging agency were viewed as tools to support and encourage belonging. The study also highlights the complexity of asserting children’s voices in pedagogical spaces (due to factors related to time and curriculum constraints).

KEYWORDS:

• listening
• early childhood care and education participation

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by the Department of Higher Education and Training in South Africa and the European Union which formed part of the Teaching and Learning Development Capacity Improvement Programme (TLDCIP).