Children and pedagogues as partners in communication: Focus on spacious and narrow interactional patterns

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.