In Dialogue with Children: Exploring Children’s Views of Literacy Practices in Their Early Childhood Settings

  • Pauline HarrisEmail author
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 17)


In early years literacy policies and decision-making, children’s voices are quite silent despite their right to have voice in matters affecting their lives (UNCRC, 1989). Calling for a rights-based shift in literacy research, this chapter reports a study of children’s voices about reading in their second school year. This study was driven by moral and pedagogic imperatives to engage with children’s voices about their reading education at school. Constructing children as competent participants, key informants and human rights bearers (Mayall, 2002), this study is framed by a sociocultural perspective of reading (Luke & Freebody, 1990). Children’s perspectives of their participation, efficacy and wellbeing as readers at school provoke reflection on consequences of what is provided in early years programmes, highlighting importance of understanding these consequences through children’s voices and considering children’s views in policy and decision-making.


Poor Reader Visual Text Reading Practice Sorting Criterion Easy Work 
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Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.School of EducationUniversity of South AustraliaAdelaideAustralia

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