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- From soaring towers to inclusive playscapes: Exploring the journey of children’s participation
From soaring towers to inclusive playscapes: Exploring the journey of children’s participation
How can we give children more opportunities to contribute meaningfully? To their services? To their community? To their cities and world? Bridget Isichei, an early childhood educator and former director of UnitingCare Jack and Jill Preschool Grafton and area manager for Goodstart Early Learning, writes this month about the journey of children’s participation in an exciting council playground project.
The United Nations Convention on the Rights of the Child tells us that children have the right to have their voices heard and their opinions considered.
For most of my own career, enacting this meant asking children to contribute to the design of their play-space or encouraging them to develop their own behaviour guidelines (in line with National Quality Standard Element 1.1.6). More recently, I have been engaged in a project that has changed my thinking about this. I now realise we can do more and dream of a world where children are given the opportunity to contribute meaningfully to community discussion, and mould the cities and towns that they live in from the day they are born.
The project started during my time as the Director of UnitingCare Jack and Jill, when a group of preschool children wrote to the Clarence Valley Council to express their opinion that their town had insufficient playgrounds, and asking if they could design a better one.
To our delight, the council agreed at the perfect time since they had budgeted for a new playground the following year. Within just a few months the council saw the value of consulting young children and invited three other early education and care services to become involved. As the director of the preschool that originally approached the council, I was given a place on their committee.
Some of my strategies and key learnings from the project were:
At first educators held large groups and expected every child to contribute:
We reflected and decided that although children have the right to participate, they don’t have to. We set up a learning space in each service where children could visit and record ideas if they were interested in the project.
We expected all educators, park designers and council members to know why children have the right to participate:
We spent time explaining the benefits of children’s participation and voice to all stakeholders.
We asked children to contribute ideas without giving them the tools, knowledge and resources they needed:
Educators decided to hold small group times for interested children to increase their knowledge about playground design, recycling and inclusion.
The designated learning area was set up with books and information about the project so the children could revisit the area and build skills over time.
Continuous learning, high expectations and intentional teaching were therefore critical elements in making the project successful.
Children came up with too many ideas to use:
Children were encouraged to reflect on and refine their ideas. Children were given the opportunity to consult with each other and park design professionals to find out if their ideas were practical. By revisiting these ideas regularly, children were able to develop their thinking.
The design for the new park now includes signs written by the children, has equipment that is inclusive of all children, recycling bins, a very tall tower, sand and water play and children’s art. The park will have a special seat that ‘you can sit on if you have no friends and someone will come to play with you’. When a child suggested this, I knew that this inclusive idea was very important, but something an adult would be unlikely to think of.
Children have unique perspectives, and the world is a lesser place when we don’t listen to them.
UN General Assembly (1989) Convention on the Rights of the Child, 20 November 1989, United Nations, Treaty Series, vol. 1577, p. 3.
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