Positioning young children as capable beings in informal settlement early childhood development centres

Abstract

Traditional teaching methods often overlook young children’s active role in learning, thereby limiting their voices as agents in their own development. This qualitative research study explores how early childhood development (ECD) practitioners position young children as active beings in their own learning experiences. Grounded in constructivist and sociocultural theoretical frameworks and drawing on participatory action learning and action research methodologies, the study enabled four university researchers to collaborate with six ECD practitioners in examining pedagogical approaches that support children’s agency. The participants engaged in three research cycles using dialogues and forum group discussions to express their perspectives on enabling young children as capable beings in their learning journey. The collaborative nature of the study ensured a comprehensive understanding of children’s participation in educational contexts. The findings revealed multifaceted strategies to position young children as active participants and to demonstrate profound respect for their views. Through open-ended questioning techniques, practitioners created meaningful spaces for children to articulate their thoughts and experiences. They intentionally crafted supportive learning environments that facilitated children’s expression while validating their contributions as significant. This study contributes to the expanding discourse on child-centred pedagogies, supporting young children as they develop agency in their own learning. The research provides insights for ECD practitioners seeking to implement more participatory, transformative pedagogies and empowering approaches in early childhood settings. It challenges conventional paradigms that position children as passive recipients of their learning.