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Nordic Social Pedagogical Approach to Early Years pp 171–187Cite as

Children and Pedagogues as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns

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Abstract

The UN Convention on the Rights of the Child (UNCRC) has led to changes in early childhood education policies and practices in many countries. Taking Norway as a point of departure, it is interesting to note that the national curriculum guidelines emphasize that children’s rights to participation shall be integrated into the work with the content (Norwegian Ministry of Education and Research 2006). Reading the official guidelines, it becomes clear that respect for children’s views and various modes of expression shall be an integral part of the work of the pedagogues in Norwegian preschools (Norwegian Ministry 2006). This means that it does not suffice to invite children’s views only at certain times or at specific decision-making or choice routines. Their right to participate must be taken into consideration in various kinds of everyday activities.

This chapter was previously published in International Journal of Early Childhood, volume 44, number 1.

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Notes

  1. 1.

    See Bae (2009a) and Bae (2010) for details on the Norwegian guidelines.

  2. 2.

    See Bae (2004) for a full presentation of the study.

  3. 3.

    When I first started the project, the analytical approach was focused on separate communicational acts on the part of the teacher, a strategy that proved a failure in terms of the data, theoretical development and collaboration with the pedagogues (see Bae 2005).

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Authors and Affiliations

  1. Oslo and Akershus University College of Applied Sciences, Oslo, Norway

    Berit Bae

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  1. Berit Bae
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Correspondence to Berit Bae .

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  1. The Danish School of Education, Aarhus University, Copenhagen, Denmark

    Charlotte Ringsmose

  2. The Danish School of Education, Aarhus University, Copenhagen, Denmark

    Grethe Kragh-Müller

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Bae, B. (2017). Children and Pedagogues as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns. In: Ringsmose, C., Kragh-Müller, G. (eds) Nordic Social Pedagogical Approach to Early Years. International Perspectives on Early Childhood Education and Development, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-42557-3_10

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