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Pessanha, M., Carvalho, H., Vera Coelho, Aguiar, C., Correia, N., Araújo, S. B....Barros, S. (2026). Supporting child participation: Narratives of Portuguese ECEC professionals on conditions and effective practices. Journal of Research in Childhood Education. N/A

M. Pessanha et al.,  "Supporting child participation: Narratives of Portuguese ECEC professionals on conditions and effective practices", in Journal of Research in Childhood Education, vol. N/A, 2026

@article{pessanha2026_1781387134197,
	author = "Pessanha, M. and Carvalho, H. and Vera Coelho and Aguiar, C. and Correia, N. and Araújo, S. B. and Penderi, E. and Barros, S.",
	title = "Supporting child participation: Narratives of Portuguese ECEC professionals on conditions and effective practices",
	journal = "Journal of Research in Childhood Education",
	year = "2026",
	volume = "N/A",
	number = "",
	doi = "10.1080/02568543.2026.2674112",
	url = "https://www.tandfonline.com/journals/ujrc20"
}

TY  - JOUR
TI  - Supporting child participation: Narratives of Portuguese ECEC professionals on conditions and effective practices
T2  - Journal of Research in Childhood Education
VL  - N/A
AU  - Pessanha, M.
AU  - Carvalho, H.
AU  - Vera Coelho
AU  - Aguiar, C.
AU  - Correia, N.
AU  - Araújo, S. B.
AU  - Penderi, E.
AU  - Barros, S.
PY  - 2026
SN  - 0256-8543
DO  - 10.1080/02568543.2026.2674112
UR  - https://www.tandfonline.com/journals/ujrc20
AB  - Children’s right to participate is enshrined in the United Nations Convention on the Rights of the Child and embedded in Portuguese early childhood education and care (ECEC) curriculum policies. Nevertheless, constraints and barriers to the fulfillment of this right have been identified. Drawing on the Lundy Model, this study aimed to analyze the narratives of ECEC professionals, namely coordinators, teachers, and assistants, regarding participatory practices and conditions perceived as influencing children’s participation. Findings from focus group interviews conducted with 25 professionals revealed that the four dimensions of Lundy’s model (Space, Voice, Audience, and Influence) were present in professionals’ narratives. Moreover, key enabling conducive conditions related to leadership and setting conditions, professional development, and participatory environment were identified. Findings also revealed that distinctive professional backgrounds and roles accounted for variability in professionals’ narratives on participation practices and conditions. Implications are drawn on the need to target professional development initiatives involving all ECEC staff as a core contribution to close the gap between rhetoric and the practical implementation of children’s participation rights.
ER  -