Re-positioning the voice of the child in wellbeing pedagogy and practice: A design-based research inquiry

Re-positioning the voice of the child in wellbeing pedagogy and practice: A design-based research inquiry

Responsive early childhood curriculum and pedagogy are recognised as encompassing genuine opportunities for children to have a voice and be consulted. Existing literature evidences children being consulted on a range of issues, acknowledging the growing interest in incorporating children’s views and perspectives about matters affecting them. Within this body of research is a problematic long-standing absence of children being consulted about their wellbeing and limited empirical evidence of educators consulting with children for the planning of wellbeing programs. Further, guidance for educators on how to afford child voice as part of wellbeing programs is limited. This study sought to explore this issue through a Design-Based Research (DBR) inquiry. Four distinct and iterative phases drew on the expertise of three early childhood educators as co-researchers to collectively examine key principles of child voice consultation, and leverage from existing best practice, to inform child voice consultation in wellbeing pedagogy and practice. Underpinned by a critical pedagogical theoretical framework, findings revealed that educators viewed continuous connection with children, having in-depth knowledge of children, and the balancing of multiple voices and perspectives as key components of affording child voice. Further, enhancing child voice consultation through the promotion of wellbeing literacy, and the adoption of flexible thinking by educators, was recognised as integral. Insights from the study build on existing knowledge, theory and the application of child voice consultation practices, illuminating the potential for children to be viewed as leaders of their wellbeing. Additionally, this newfound knowledge contributes to important and ongoing discussions about children’s rights to be heard and taken seriously. A key output of the study was the co-construction of a Responsive Wellbeing Pedagogy Framework containing ten design principles to help guide educators’ decision making with children. Finally, the study offers a substantial methodological contribution to the limited number of early childhood studies adopting DBR. Moreover, this research offers value and relevance to others wishing to explore principles of critical pedagogy to inform decision making with young children.