Children's participation positions in various activities within Norwegian Early Childhood Education and Care (ECEC) institutions

Abstract

This study focuses on children's own perceptions of participation in Norwegian Early Childhood Education and Care (ECEC) settings. Research on children's perceptions of participation in different ECEC activities has been limited. Semi-structured conversations were conducted with a small group of 16 five-year-old children from two ECEC institutions. Utilizing Lundy's model (2007) of participation positions, we analysed the children's perspectives. The findings indicate that children perceive themselves as occupying different positions of participation, including both ‘passive’ and ‘active’ roles across various activities. Notably, the study reveals greater opportunities for children's participation in outdoor activities and hiking, encompassing positions such as ‘space, voice, audience, and influence’, compared to circle time and indoor activities. Understanding children's roles in influencing decisions across different environments and participation processes is crucial for staff members to consider and discuss. The findings reveal that the children’s lifeworld’s perceptions of participation are more individually than democratic oriented.