Examine an early childhood curriculum document from the country you are studying in. What indirect or direct messages does it give you about the image of the child, image of the teacher, and the ways in which young children are to participate in home, school, and society?

Think about the early childhood classroom. Brainstorm the rights you feel that every child in the class should have. Then extend your answers further—what are some tensions that teachers might experience while ensuring these rights?

Teachers often structure children’s participation in classroom activities to maintain order and structure, but such intervention can sometimes infringe on children’s rights. In a more democratic classroom, the teacher may engage the children in dialogues, encourage them to question rules and procedures, and involve them in the decision-making processes. Review each of the examples that follow and think of ways that you might facilitate children’s participation in the planning and processes associated with each example.

Example A: classroom rules

Example B: group work/relationships

Example C:classroom management or discipline procedures

Example D: field trip

Example E: developing and implementing a project