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Correia, N. & Aguiar, C. (2023). Children's voices in early childhood education and care. In Sam Frankel (Ed.), Establishing child centred practice in a changing world: Part B. (pp. 9-22). Bingley: Emerald Publishing.

N. E. Correia and C. D. Aguiar,  "Children's voices in early childhood education and care", in Establishing child centred practice in a changing world: Part B, Sam Frankel, Ed., Bingley, Emerald Publishing, 2023, pp. 9-22

@incollection{correia2023_1732421636449,
	author = "Correia, N. and Aguiar, C.",
	title = "Children's voices in early childhood education and care",
	chapter = "",
	booktitle = "Establishing child centred practice in a changing world: Part B",
	year = "2023",
	volume = "",
	series = "Emerald Studies in Child Centred Practice",
	edition = "",
	pages = "9-9",
	publisher = "Emerald Publishing",
	address = "Bingley",
	url = "https://www.emerald.com/insight/content/doi/10.1108/978-1-80455-940-620231002/full/html"
}

TY  - CHAP
TI  - Children's voices in early childhood education and care
T2  - Establishing child centred practice in a changing world: Part B
AU  - Correia, N.
AU  - Aguiar, C.
PY  - 2023
SP  - 9-22
DO  - 10.1108/978-1-80455-940-620231002
CY  - Bingley
UR  - https://www.emerald.com/insight/content/doi/10.1108/978-1-80455-940-620231002/full/html
AB  - Listening to and considering children’s voices shows respectful regard for
children’s needs, interests and experiences, and helps discern what is meaningful for them in a particular subject or situation. Creating opportunities for
the expression of children’s voices implies child-centred practice: recognising
children as active agents, with evolving competences and capacity to
understand, think and choose with some degree of autonomy, thus being
able to influence decision-making. Therefore, the commitment to listen to
children’s voices represents a fundamental step towards empowering children
and supporting their participation rights. Importantly, children have the
right to be heard and to have their voices considered from the earliest ages, in
their significant relational contexts, such as early childhood education and
care (ECEC). Listening to and valuing children’s multiple voices in ECEC
can be done in many ways, ensuring the context, children’s background,
characteristics and preferences are respected. In this chapter, we address the
specificities of listening to children’s voices and taking them into account in
ECEC. We discuss common challenges that may prevent the full expression
and consideration of children’s voices, and ways to overcome them, to ensure
children’s meaningful participation in what matters to them and support
them in becoming active citizens in society.
ER  -