Acting on Children's Voices to Influence National Early Childhood Education Policy in Australia
As part of a recent national policy review, young Australian children were consulted through creative listening methods to share their perspectives on changes they would like to see in the Early Years Learning Framework (EYLF). Curriculum embedded in policy has been historically adult-driven, positioning adults as the primary decision-makers in matters affecting children&s;s lives. This 14-month, three-phase national project was underpinned by a commitment to child rights and to children&s;s participation where participatory spaces were created that foregrounded listening to children&s;s voices. Listening was conceptualised as an active and dynamic practice, extending beyond verbal communication to include the co-construction of meaning through social interaction. Listening to children in research contexts raises complex ethical considerations, requiring ongoing reflexivity and informed decision-making by researchers and educators. Dialogic drawing, listening circles and photo elicitation were used to support children&s;s expression of their ideas and experiences. This chapter demonstrates the importance of meaningfully involving children in policy development and highlights ways for authentically listening to children in ways that respect their rights and capacities.
Lennie Barblett, Susan Lee Irvine, Fay Hadley et al.