Procesos de escucha y participación de los niños en el marco de la educación infantilUna revisión de la investigación

  1. Ana Castro 1
  2. Pilar Ezquerra 1
  3. Javier Argos 1
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Año de publicación: 2016

Volumen: 19

Número: 2

Páginas: 105-126

Tipo: Artículo

DOI: 10.5944/EDUCXX1.16455 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Objetivos de desarrollo sostenible

Resumen

The need to consider children as a collective with their own intentions and interests, who have the right to be listened to and to participate in matters affecting their lives is the starting point of this paper. We believe that the school context is a privileged and determinant context in which, since early childhood education, young children can play an active role in the development of effective participatory processes that, gradually, can expand to the public and social spheres. In order to achieve this aim, the adult becomes a key figure in promoting listening to children. In addition, this implies a recognition of the other, an encounter that leads to a bidirectional and symmetrical communication in which children are accepted and regarded. On the basis of these considerations, in this paper we present a review of studies carried out with young children in the last two decades. All these studies aim at children’s active, conscious and voluntary participation and are focused on different areas and topics, using various techniques (visual, oral and written) in order to reach a better knowledge of and approach to child perspective

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