Academics

, 133–134

Action-research cycle, methodology and design of

, 25–26

Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE)

, 29

Adult-centric practices in education

, 3

Adverse childhood experience (ACE)

, 126–127

Agency

, 93, 143, 146

Audience

, 40, 122–123

Authentic participation

, 64

Authentic pupil voice

, 63

Authentic voice

, 62–63

Authenticity

, 68–69

Bolivian families

, 142

Bricolage approach

, 4, 130–131

Business model

, 74–75

Canadian Council of Young Feminists (CCYF)

, 209

Chain sampling

, 146–147

Change

, 210–211

Child agency

, 93

Child participation

, 92–93

theoretical perspectives on

, 92–93

Child Participation Assessment Tool

, 14–15

Child to Child principles

, 142, 147

Child-centred approach

, 40

to parenting

, 172

Child-centred practices

, 1, 4–5, 9–10, 16, 62, 73–74, 110–111, 178, 220

extending opportunities to promote

, 226–227

Child-led forest school programme

, 73–74

Child’s voice in education

, 73–76

Childhood

, 10–11, 73–74, 166, 168

educators

, 24–25

participation

, 223

studies

, 1, 5–6, 143, 206

voices

, 122

Children

, 134

in families

, 169–170

participation

, 181

as social actors

, 178–179

Children’s perceptions of participation

key findings

, 150–157

methodology

, 146–149

participation, agency and voice

, 143–146

Children’s places

, 179–180

Children’s rights

, 11

Children’s voices

, 2, 9–10, 145

building participatory contexts

, 24–29

challenges to consideration of children’s voices in ECEC

, 15–16

emergence

, 10–12

first evidence of respect for

, 32–35

first learning

, 29–30

listening to

, 12–13

in negotiating family rules

, 169–170

participatory pedagogies

, 30–32

privileged contexts in

, 11–12

reconstruction of images of educator and child

, 35

supporting young children’s voices in ECEC settings

, 13–15

Chile

, 219

extending opportunities to promote child-centred practice

, 226–227

fighting for voice

, 220–221

recognising existing opportunities of childhood participation in

, 224–225

socio-political context in

, 222–224

youth protest in

, 220

Citizenship

, 206–207

Classroom culture

, 41

Co-production

, 131

bricolage

, 130–131

Lundy’s model

, 122–124

need to amplify children’s voices of parental separation

, 124–127

reflections

, 132–133, 135

research design

, 127–129

sharing findings with different audiences

, 133–134

Comfort zone

, 116–117

Communication

, 79

Connection with nature

, 95

Consultation

, 41

Context-based staff development

, 25–26

Convention on the Rights of the Child

, 11, 201

Conversations

, 1, 7–8

Coronavirus stir and mix as context of homeschooling

, 95–98

Council of Europe

, 11–12

Creating change

, 25

Culture of advocacy

, 76

Curriculum innovation

, 63

Data gathering

, 186–187

Decision-making

, 93–94, 124–125, 153, 157, 190, 192

Democratic inclusivity

, 66–67

Dialogical approach

, 93

Diamond Model

, 111–112

Discursive intertextuality

, 26

Divorce

, 122

Early childhood education and care (ECEC)

, 10

challenges to consideration of children’s voices in

, 15–16

professionals

, 12

supporting young children’s voices in ECEC settings

, 13–15

Education

, 2–3, 11, 65, 109–110

child’s voice in

, 73–76

Educators’ learning

, 24–29

Effective Early Learning Project

, 26

Emilio Reggio approach

, 3

Empowerment

, 113–114

Enjoyment and fun as essence of homeschooling

, 98–99

Exploratory pedagogical orientation

, 77

Fado, birthplace of

, 180–181

Family Court Advisors

, 126–128

Family rules

child-centred approach to parenting

, 172

children’s voice in negotiating family rules

, 169–170

compliance with ethical standard

, 165

methodology

, 168

negotiating

, 170–172

Feedback Station

, 46–48

Fictionalised case study

, 130

Forest school (FS)

, 3, 73–74

child’s voice in education

, 73–76

future thoughts

, 86–87

insights from forest school research

, 79–81

integrating forest school into institutional contexts

, 84–86

in mainstream education

, 76–78

pedagogy of listening

, 82–84

Forest School Association

, 82

Formative training

, 25

Friendship in context of social distancing and virtual connection

, 102–103

General comment 12

, 201

Girls and Boys Vote Too’ campaign

, 225

Habitus

, 114

Haltung

, 110–111

Happiness

, 117–118

Hierarchies

, 190–192

Holistic learning

, 116–118

Holistic model

, 75–76

Homeschooling

, 92

coronavirus stir and mix as context of

, 95–98

enjoyment and fun as essence of homeschooling

, 98–99

findings

, 94–103

friendship in context of social distancing and virtual connection

, 102–103

importance of play and connection with nature

, 99–102

reflective case study

, 93–94

Identity

, 214–215

Inclusion

, 190–192

Influence

, 122–123

Institutions

, 12

Intergenerational partnerships

added value of contribution of children and youth

, 198–200

assigning seats at tables

, 198

call of young people for

, 200–201

intergenerational commitment to youth-centred practices

, 202

Kindergarten

, 27

Learning (see also Professional learning)

, 48, 53, 56

activity

, 76

children

, 166–167

context-based approach for professional development

, 24

cycle

, 26–27

enjoying

, 48–51

fostering ongoing dialogue about

, 46–47

maths

, 51–53

though doing

, 187–189

zone

, 116–117

Learning Zone Model

, 116–118

Lived experiences

, 198

Long-term programme

, 77

Lundy’s model

, 122–124

of Childhood Participation

, 225

Mainstream education

forest school in

, 76–78

personal case study/reflection

, 77–78

Maths

, 51–53

Meaningfulness

, 206

Metacognition

, 41

Metacognitive role model

, 56–57

Mouraria

, 180

Multi-disciplinary children’s institutional contexts

, 87

My Voice Constitutes Change’ project

, 225

Negotiation

, 167

Nigeria

, 168

Ombudsman for Children

, 225

Panic zone

, 116–117

Parental separation

, 122

need to amplify children’s voices of

, 124–127

Parenting

, 172

Parents

, 134

PARTICIPA project

, 14–15

Participation

, 10, 111–112, 114, 143, 146, 153, 157, 214–215, 219

in family

, 143

requirement for

, 66–67

Participatory childhood pedagogy

, 25

Participatory pedagogical approaches

, 25

Participatory pedagogies

, 30–32

Pedagogical intentionality

, 24–29

Pedagogy (see also Social pedagogy)

, 24, 75–76

of listening

, 82–84

Physical education (PE)

, 3, 61–62

Places for children

, 179–180

Play and connection with nature

, 99–102

Political efficacy

, 210–211

Power

, 11

Practitioners

, 134

Pre-K

, 14–15

Professional, personal and private concept (3P’s concept)

, 114–115

Professional development

, 2

Professional learning

implications for

, 56–58

metacognitive role model

, 56–57

process

, 25

PVTs as prompt for professional reflectivity

, 57–58

reality of educational context before

, 26–29

Professional reflectivity, PVTs as prompt for

, 57–58

Professionals

, 12

Prompt Stimulation Video (PSV)

, 124, 129–131

Protagonism

, 226

Psychology

, 11

Public

, 134

Pupil consultation

, 40

Pupil views templates (PVTs)

, 41, 43

example of completed

, 42

fostering ongoing dialogue about learning

, 46–47

implications for professional learning

, 56–58

introducing and using PVTs with children

, 43–44

learning

, 48–56

overcoming potential challenges

, 44–46

pupil’s experience of differentiation

, 52

Pupil voice

, 40, 63–64

authentic participants

, 67–68

awareness of inequality of power relations and addressing issue

, 68–69

establishing practices to support pupil voice in classroom

, 64–69

importance

, 62–63

pupils determining focus of research

, 65

requirement for participation and democratic inclusivity

, 66–67

thinking, feeling and knowing

, 65–66

unfulfilled promise of ‘listening’ to

, 40–41

Pupil Voice Templates (PVT)

, 2–3

Pupil-led pedagogies

, 62–63

Pupils’ perceptions of teaching and learning

, 41

Purposeful sampling

, 146–147

Reflective case study

, 93–94

Reggio Emilia approach

, 75–76

Relational practice

, 110

Relationships

, 114–115

Revoada project

, 181

Rich child

, 76, 109–110

Rights

, 222

Routes of participation

, 147–149

Saskia, analysis using Diamond Model to support

, 113–117

empowerment

, 113–114

holistic learning

, 116–117

relationships

, 114–115

Scepticism

, 15

Schooling

, 74–75

Schools

, 61–62, 73–74

Shared decision-making

, 180

children as social actors

, 178–179

context

, 180–187

data gathering

, 186–187

deep process

, 192

findings

, 187–192

places for children and children’s places

, 179–180

research, project and sessions

, 181

sessions developed and evolved

, 181–186

Snowball sampling

, 146–147

Social pedagogy

, 11, 75–76, 109–110

analysis using Diamond Model to support Saskia

, 113–117

case study review

, 117–118

haltung

, 110–111

participation and

, 111–112

Social policy

, 11

Social space for children’s participation

, 93

Socialisation

, 166–167

Sociology of childhood

, 167

Space

, 40, 122–123

Student voice

, 63–64

SurveyMonkey

, 4, 130

Trust-based relationships

, 2

United Nations Convention of the Rights of the Child (UNCRC)

, 2, 40, 92–93, 142–143, 178, 212

Value of being part of educational network

, 189–190

Value of opportunity

, 209–210

Value social pedagogy

, 4

Virtual learning environment (VLE)

, 129

Voice

, 3, 40, 63, 73–74, 122–123, 143, 146, 211, 213

fighting for

, 220–221

Well-being

, 94, 117–118

World congress justice with children

, 198

Yoruba culture

, 167

Young children’s engagement

, 93

Young people

, 122

Younger siblings, helping with daily domestic chores and taking care of

, 150–153

Youth political participation

case study

, 208–215

creating space for change

, 206–207

idea

, 205–206

methods

, 207–208

thinking

, 207

Youth protest in Chile

, 220

Youth-centred practices, intergenerational commitment to

, 202

Youth-centred research initiative

, 6

YouTube

, 4