SHS Web Conf.
Volume 98, 2021The Third Annual International Symposium “Education and City: Education and Quality of Living in the City” (Education and City 2020)
|Number of page(s)||6|
|Section||Assessment and Development of the Urban Educational Environment|
|Published online||09 March 2021|
Preschool teachers’ beliefs about child participation and its implementation in practice
Moscow City University, Institute of System Projects, Laboratory of Child Development, Moscow, Russia
* Corresponding author: firstname.lastname@example.org
The implementation of the participatory approach in education allows forming important children’s competencies for life in a democratic society. However, in reality, child participation is often reduced. Children, especially young, have the right to make decisions only about their games and personal belongings, but a child’s opinion is not credible in the educational process. A more successful implementation of the participatory approach requires resorting to tools that allow objectively considering its strengths and weaknesses in terms of provisions for child participation in decision-making. The study aims to identify the connection between Russian teachers’ beliefs about child participation and the quality level of provisions for child participation in the educational process. The methods of survey and structured non-participant observation have been used. The authors have found that, in general, the majority of teachers share the idea of supporting child participation. However, the quality of the learning environment in the context of the examined aspect differs significantly. Sociometric characteristics do not determine these differences. Regardless of the quality level of child participation support, teachers do not seek to expand opportunities for children, and the participatory approach is used only in the preschool classroom. The authors have concluded that despite teachers’ stated beliefs about the importance of the participatory approach, its implementation is often falsified. To change the situation, it is necessary to discuss this gap with teachers, clarify true values, and provide them with the necessary means for real child participation.
Key words: preschool teachers / student participation / provisions for participation / true and false participation
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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