Eliciting Young Children's 'Voice' in Low-Income Areas in England: Recognising Their Mutuality of Being

Autor/in	Street, Martina
Titel	Eliciting Young Children's 'Voice' in Low-Income Areas in England: Recognising Their Mutuality of Being
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 1, S.96-107 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Street, Martina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2026433
Schlagwörter	Childrens Attitudes; Well Being; Foreign Countries; Childrens Rights; Poverty; International Law; Treaties; Low Income Groups; Child Development; Mother Attitudes; Preschool Children; Preschool Education; Welfare Services; Neighborhoods; Child Safety; Access to Education; Depression (Psychology); Parent Child Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Ausland; 'Children''s rights'; Kindesrecht; Armut; Law of nations; Völkerrecht; Abkommen; Kindesentwicklung; Mutterliebe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fürsorgeeinrichtung; Neighbourhoods; Nachbarschaft; Education; Access; Bildung; Zugang; Bildungszugang; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This paper responds to suggestions that the concept of 'child voice' is under-interrogated in academic and grey literatures. It presents findings from data generated with seven mothers in a small-scale qualitative study about young children's well-being in a low-income area in England. The findings suggest a re-conceptualisation of young children as a 'mutuality of being' may broaden the means by which children's voices can be heard and responded to, especially those living in, or at risk of, poverty. The paper highlights some of the possible shortcomings of conceptualising young children as bounded individuals who can be abstracted from their social and material temporal/spatial contexts. The implications of individualising children, prevalent in Early Childhood Education & Care policy in England, are considered. The paper concludes by suggesting that eliciting young children's voice(s) necessitate including other voices, past and present, from the socio-cultural contexts in which they are entangled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01