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More young children than ever before are spending their time in some form of early childhood service. But how do we know what they think about it? While there has been a move to take children's views into account, very little attention has been given to listening to young children below the age of six or seven. This book is about listening to young children, and in particular their perspectives on early childhood services. Beyond Listening takes a comprehensive and critical look at how listening to young children is understood and practiced. It is the first text book of its kind to focus on listening to young children, both from an international perspective and through combining theory, practice and reflection. This book includes contributions and examples from researchers and practitioners in Denmark, England, Italy, New Zealand, Norway and Scotland.
List of contents
Introduction ~ Peter Moss, Alison Clark and Anne Trine Kjorholt; Documentation and assessment: what is the relationship? Carlina Rinaldi; Ways of seeing: using the mosaic approach to listen to young children's perspective Alison Clark; Participant observation: a way to learn about children's perspectives Hanne Warming; From children's point of view: methodological and ethical challenges Brit Johanne Eide and Nina Winger; Channels for listening to young children and parents ~ Valerie Driscoll and Caron Rudge; Small voices ... powerful messages Linda Kinney; Beyond listening: can assessment practice play a part? Margaret Carr, Carolyn Jones and Wendy Lee; The competent child and the right 'to be oneself': reflections on children as fellow citizens in an early childhood centre Anne Trine Kjorholt; Beyond listening: future prospects Anne Trine Kjorholt, Peter Moss and Alison Clark.
About the author
Alison Clark is Research Officer at the Thomas Coram Research Unit, Institute of Education, University of London. Anne Trine KjOrholt is Associate Professor and Director of the Norwegian Centre for Child Research at the Norwegian University for Science and Technology, Norway. Peter Moss is Professor of Early Childhood Provision at the Thomas Coram Research Unit, Institute of Education, University of London.
