How important do you think it is to include your students’ values, perspectives, and interests in the early childhood classroom? 2.Can you recall a t

Children are important citizens and social participants in their own right. This is a fundamental shift from the old adage that 'children should be seen, but not heard'. No longer are children thought of as the property of adults, unwarranted of consideration until the attainment of adulthood. Children are human beings and entitled to the same degree of respect as adult human beings.

(Boshier, 2005)

In this module we will explore the definition of voice as it pertains to young children. The concept of voice holds different meanings in different disciplines. We will be focused on the idea of voice from a Bakhtinian perspective. This perspective has been used to inform post-modern research focused on children’s voices and has implications suggesting children’s voices are forming from a very young age (Johannsson, 2011; White, 2011; White 2016). Bakhtin (1987), a Russian literary theorist during the early 1900’s, discussed how “I realize myself initially through others, from them I receive words, forms and tonalities for the formation of the initial idea of myself” (p. 138). From this perspective, we can consider in what ways do others interacting with the child shape the child’s voice. Voice is also considered as the actions, gestures, and utterances made while in view of others, and the ways in which an individual’s voice not only seeks to be understood by others, but it is also a means through which we make future decisions (Bakhtin, 1981; Bakhtin, 1987). It is also recognized from this view that children’s means of communication are often considered as alien to adults as the ways in which children demonstrate their voices often differs to the spoken language that is valued by adults. Bakhtin (1986) further maintained that an individual’s voice is impacted by the social and political forces that informs decisions, and that voice is forever changing based on an individuals’ location in space and time (Wertsch, 2009; White, 2009). For modules four through seven, we will explore the ways in which relationships and the environment influence the child’s voice and the importance of play for supporting a child’s developing voice.

We can never think of the child in the abstract. When we think about a child, we need to remember that he or she is already tightly connected and linked to a certain reality of the world that is comprised of a number of relationships and experiences. We cannot separate the child from a particular reality. Therefore, we must be mindful that young children bring their experiences, feelings, and relationships to school with them.

(Malaguzzi, 1994)

As discussed last week, sociocultural theory has become an increasingly popular theoretical explanation for development and learning in early childhood education. In the field of early childhood education, the focus of attention has traditionally centered on the mind of the individual learner, and his or her accumulation of the valued information and abilities transmitted by an adult (Gregory, Long, & Volk, 2004). However, a sociocultural view of education recognizes a learner's active appropriation of valued cultural practices and knowledge within a social context.

Nolan and Bisby’s (2015) discussion last week prompted us to pay attention to curriculum choices that are “inequitable for some children and families” (p. 12). Different approaches employ various theories for children’s learning, and it is essential we are aware of the strengths and limitations to these. It is also important to note that although a theory may have limitations, it does not mean we discard it in our practice. It is in fact imperative to have theories to move from otherwise our practice is not organized, and we do not know what has influenced our programming choices. We are also not aware of the image of the child we hold without insight into the different theories that have shaped our lens.

Socio-cultural theorists emphasize that educators must instead also reflect on the child’s experiences within their homes and community. When I take the time to stop and wonder if the theory I am observing the child with also includes the child’s experiences and developing voice, and to wonder what is important to the child within their family and cultural context, I am taking the time to start to wonder in what ways I can attempt to include the child’s voice into the practice decisions I make.

In our readings this week, we will explore voice, power and identity and how this can be impacted by greater political forces. Martin (2018) employs a post-foundational perspective to further analyze a popular children's rhyme Humpty Dumpty. While there are differing perspectives to the rhyme, military historians often draw its' connection to a cannon used during the English Civil War from 1642-1649 (Historic UK, 2021)

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. It captures the battles for power and control during a period that we currently can reflect back on and analyze. The idea of colonialism discussed by Martin (2018), and how it continues to play out currently is complex. Simplistically, Colonialism overall was focused on creating one culture and one ruler. Anything and anyone that did not fit into the ideal of the dominant ruler at the time would be extinguished. The oppressors (the dominant culture, group of people or ruler) would enslave, kill and or not allow "different cultures" to participate in society. Indigenous peoples experiences in Canada, and around the world, are despairing examples of these forces, and how it continues to play out in current society. Ideas in psychology were often used to uphold arguments for one culture and society in the era of "enlightenment". While this era focused on drawing awareness to a person's humanity and freedom of choice, the development of scientific rigour through observable behaviours at this time was instead used to uphold ideas of power and control. The often hidden implicit messaging that silences individual's voices continues to play out today and is often hidden especially if you display characteristics or identify with the group in a position of political power.

I recall a time I was working with a family who had limited access to financial means. I was helping them to move from one home to another. The landlord had arrived to determine if the home was adequately cleaned. The tenants infant, who had just learned to crawl, was sitting on the floor. While cleaning and moving, mice were skirting out and running across the floor. The landlord looked at the infant and commented, with what appeared as a look of disgust on her face, that this child had crossed eyes. She then started to question the parent regarding this. As I watched this occur I wondered, if we were in a more expensive and fancy environment, and if the mother appeared differently to the landlord, would the landlord have started to question this mother's care of her child? Infants are incredibly perceptive to other's responses to them. On-going looks of ridicule or placing the mother in a situation where her stress levels increase, very quickly becomes the child's sense of themselves in the world. While this is not an example of an educational approach, it is an example of the on-going struggles people can face and ways this is re-created from one generation to the next as this mother had similar experiences in her infancy based on the stories she shared with me regarding her childhood.

This week we will also explore an approach to early learning that stems from some Reggio principles, the Mosaic approach. The Reggio Approach to learning is considered as a socio-cultural approach. It is focused on deconstructing theory by challenging the strengths, limitations and biases to any particular theory by becoming aware of the era during which the theory was created as each theory is also influenced by views and perspectives of that time. It emphasizes drawing awareness to the individual child's learning process and experiences by supporting the child to express their experiences and interests within the contexts of their communities and families. Learning, from this perspective, occurs in co-participation, and is mediated by others – it is embedded in nurturing, respectful and responsive social relationships.

Please watch this video clip where Carla Rinaldi (an educational leader from Reggio Emilia) discussed the uniqueness of each child and the purpose of documentation for capturing these attributes. We will explore the idea of documentation, a collection of children's work and images or videos capturing their learning processes, further in modules five and seven.

Loris Malaguzzi, one of the founders of the Reggio Emilia schools in Italy, argued we are robbing children of the many ways they communicate their experiences if we only focus on written and spoken language (Dahlberg & Moss, 2007). Carlini Rinaldi (2001;2006), a pedagogical consultant for the Reggio approach, considers a pedagogy of listening as essential for ensuring we are including children’s voices in the early learning environment. Consider each of the following statements:

· Listening should be sensitive to the patterns that connect us to others. Our understanding and our own being are a small part of a broader, integrated knowledge that holds the universe together

· Listening should be open and sensitive to the need to listen and be listened to, and the need to listen with all our senses, not just with our ears.

· Listening should recognize the many languages, symbols and codes that people use in order to express themselves and communicate.

· Listening to ourselves, “internal listening,” encourages us to listen to others but, in turn, is generated when others listen to us.

· Listening as time. When you really listen, you get into the time of dialogue and interior reflection, an interior time that is made up of the present but also past and future time and is, therefore, outside chronological time. It is a time full of silences.

· Listening is generated by curiosity, desire, doubt and uncertainty. This is not insecurity but the reassurance that every “truth” is only if we are aware of its limits and its possible falsification.

· Listening produces questions, not answers.

· Listening is emotion. It is generated by emotions; it is influenced by the emotions of others; and it stimulates emotions.

· Listening should welcome and be open to differences, recognizing the value of the other’s point of view and interpretation.

· Listening is an active verb, which involves giving an interpretation, giving meaning to the message and value to those who are being listened to by others.

· Listening is not easy. It requires a deep awareness and a suspension of our judgements and prejudices. It requires openness to change. It demands that we value the unknown, and overcome the feelings of emptiness and precariousness that we experience when our certainties are questioned.

· Listening removes the individual from anonymity (and children cannot bear to be anonymous). It legitimizes us and gives us visibility. It enriches both those who listen and those who produce the message.

· Listening is the basis for any learning relationship. Through action and reflection, learning takes shape in the mind of the subject and, through representation and exchange, becomes knowledge and skill.

· Listening takes place within a “listening context,” where one learns to listen and narrate, and each individual feels legitimized to represent and offer interpretations of her or his theories through action, emotion, expression and representation, using symbols and images (the “hundred languages”). Understanding and awareness are generated through sharing and dialogue.