1st Edition

The Theory and Practice of Voice in Early Childhood An International Exploration

Edited By Lorna Arnott, Kate Wall Copyright 2022
    240 Pages 127 Color Illustrations
    by Routledge

    240 Pages 127 Color Illustrations
    by Routledge

    Seeing young children as competent and capable social actors, The Theory and Practice of Voice in Early Childhood looks at how we can better understand young children’s perspectives. Drawing on the ‘Look Who’s Talking’ project, it focuses on the eight talking point posters: voice, democracy, culture, listen with purpose, space and place, skills and tools, enable and build capacity to help readers critically reflect on what voice means to them and for the children with whom they work.

    Combining the work of scholars and academics with front line workers and practitioners, each section groups two of the posters and provides an overview of the key theory followed by international case studies to illustrate how this thinking might be translated into practice. The book looks at all aspects of children’s voice and how to ensure that all children, including those traditionally viewed as too young, with special needs or too disengaged, have a voice.

    Including reflections and suggesting points for exploration and dialogue between practitioners, families and children, this will be valuable reading for those who wish to make the ideological principles of children’s voice a practical reality.

    Prologue: The Look Who’s Talking Project: Principles and Practices for Eliciting Voice

    Lorna Arnott and Kate Wall

    Section 1 Voice and Democracy

    1. Theorising Voice and Democracy

    Claire Cassidy and Carol Robinson

    2. Under Threes as Active Meaning Makers in England

    Erica Evans

    3. Map-do-review: Children as Leaders and Planners in Scotland

    Sarah J. Laing

    4. Babies’ Voices as Multimodal Expressions in England

    Liz Rouse

    5. Children as Informed Architects of their Own Learning Spaces in Scotland

    Lesley Morrison

    Section 2 Culture of Voice and Listening

    6. Theorising Power and Listening: The Route to a Culture of Voice

    Lorna Arnott and Kate Wall

    7. Children’s Views about their Nursery Experiences in Jordan

    Omayya M. Al-Hassan

    8. Adapting the Families Connect Programme for Three-Year-Olds: A Case Study

    Jason Bowden-King and Lucy Williams with Jennifer Magness

    9. Visual Methods for Encouraging Adult-Child Dialogue in Scotland

    Anna Robb

    10. Learning and Sharing the Language of the Child in Scotland

    Bea Anderson and Lindsay Rautman

    Section 3 Spaces, Places, Skills and Tools for Voice

    11. Theorising Spaces, Places, Skills and Tools for Voice Work in Early Childhood

    Caralyn Blaisdell

    12. Photography as Expressive Voice in New Zealand

    Fiona McAlevey

    13. Pedagogical Documentation Tools as a Culture of Children’s Voice in Turkish Early Years Settings

    Selda Aras, Figen Şahin, Arif Yılmaz and Ayça Ülker

    14. Children’s Involvement in Auditing the Learning Environment in Scotland

    Lynn J. McNair and Caralyn Blaisdell

    15. Marvellous Mealtimes at Bowhouse Early Learning and Childcare Centre in Scotland

    Gemma Paterson

    Section 4 Enabling and Building Capacity for Voice

    16. Theorising Enabling and Building Capacity for Voice

    Kate Wall and Lorna Arnott

    17. Going on Trips: Creating Opportunities for Children to be Heard in Norway

    Daisy Picardal

    18. Advocating for Play-Inspired Methods for Voice in Qatar

    Zainab Attar

    19. Progressing Children’s Voices in Rural Armenia

    Satenik Khachatryan

    20. Towards a Baby Signing Approach (BSA) to Voice in England

    Amanda Norman

    Section 5 Conclusions and Useful Resources

    21. Concluding Thoughts on Eliciting Voice from Birth to Seven

    Lorna Arnott and Kate Wall



    Lorna Arnott is Senior Lecturer in the School of Education at the University of Strathclyde, UK.

    Kate Wall is Professor of Education at the University of Strathclyde, UK.

    "In recent years the issue of children’s rights in education, including the right to be heard, has, rightly, been acknowledged as of great importance. This timely book provides a wealth of practical examples of innovative ways in which young children can be supported to make their voices heard and theories that justify the approaches that are taken. In doing so, the book offers a rich resource for those looking for ways to ensure that young children are engaged and interested in their learning from the beginning, those both starting out in the field of early years education, as well as the more experienced."

    Janice Wearmouth, Professor of Education, University of Bedfordshire, UK