Glen Education Murrumbeena

Including children’s voices in the curriculum.

By Glen Murrumbeena Educational Team

Even though children are unable to participate in an adult world, they still have rights, and these are protected by law. They have the right to advocate for the things which are important and bring meaning to their lives. Adults must respect that children perceive things differently and encourage them to be share their ideas with others. The following examples are related to the (Convention on the Rights of The Child):

You have the right to share your ideas and be listened to on things that impact you (Articles 12-13)
You should be cared for and protected from harm (Article 19)
You have the right to care when you are sick and to live in a healthy environment (Article 24)
You have the right to share your culture, language, and religion (Article 30)

At Glen Murrumbeena Kindergarten, we actively incorporate children's voices into our daily routines. By listening to their ideas and thoughts, we've created a more engaging and enjoyable environment for all. Here are some examples of how we’ve used the children's input to enhance their kindergarten experience:

Children choose the colour of the playdough each time it’s made.
Children can play the colour game or choose a partner to wash their hands with.
They can eat their lunch/afternoon tea outside on a sunny day or inside if preferred.
They can ask to sit on a ‘green chair’ at group times.
Children can ask for a specific toy to play with.
Children can choose the music at a ‘dance party’.
They can choose the books they want read to them.

Children need to be listened to and believed if they report any form of abuse to an educator. Educators have a duty of care to take the matter seriously and to take appropriate action in a timely manner. If outside resources need to be accessed to support the child, these should be sought as soon as possible. The wellbeing of the child is the priority.

Children have the right to care when they are sick and to live in a healthy environment (Article 24). Ways we support this are:

Children can rest on the couch when they are unwell/sleepy.
Children have a place to go when they are overwhelmed.
Children have the right to personal space.
Children can help to keep the kinder clean and tidy.
Healthy eating is promoted at all meal times.
Children choose whether they want to participate in cooking experiences.
Children with food allergies/medical needs are given special consideration.

Children have the right to share your culture, language, and religion (Article 30).

Children can share their holiday photos and experiences with the group.
Children are encouraged to talk about the culture they are from.
Children can offer suggestions when planning cultural cooking experiences.
All cultures and religions are respected and welcome at Glen Murrumbeena Kindergarten.

How children’s voices are documented using mind maps, floor books, etc.

Discussions with children usually take place during group time where the teacher will introduce a topic and make sure they understand what it’s about.
Children are encouraged to contribute ideas/ suggestions and consider how this could be used in the curriculum. At Murrumbeena Kindergarten, we use mind maps to show how children interpret an activity prior to it taking place and after, to assess their learning. Children’s comments are recorded in a book, they are encouraged to draw what they have learnt as well.

How we use child’s voice to engage in rich learning projects.

The activity which the teacher has planned, is extended into different areas of the program. It may be continued through artwork, in drawings, science or sustainability activities.

For example, an activity related to the natural environment/sustainability may begin with planting hydrangea cuttings in potting mix. Discussions will take place with the children about what the cuttings require to thrive, why they have bumps along the stem when they are growing and what do these bumps turn into. This can be extended to measuring the growth of the hydrangea cuttings with a ruler (Maths) planting the cuttings in a larger pot outdoors and using the flowers to bring together the indoor/outdoor environments. The hydrangeas can also be used in art/craft activities such as leaf printing, Spring collages and for bouquets (which children love to create from fresh flowers)

What children tell you about what they know, can do, and understand (assessment of learning).

Before an activity begins, teachers ask questions to discover what knowledge children already have. For example, children who have been involved in planting and caring for their garden at home will have gained knowledge that will help them understand how plants grow. The information provided by the children will be used during the planning cycle to create activities which are both engaging and extend their knowledge further.

After the activity is complete, group reflection will provide important information about what they have learnt throughout the process.

Children’s drawings are a good way to understand the knowledge they have gained from the activity also.

Mind maps highlight the growth in children’s understanding before and after making pumpkin bread and pumpkin soup.

During group times, teachers discuss some of the rights which are being challenged at kindergarten and relate these to The Convention on the Rights of the Child. Puppets could act out different scenarios and children encouraged to draw and share how they feel. Books such as The Colour Monster are very good at helping children identify their emotions and find ways to manage them.

Real examples of children’s rights not being respected could also be a discussion point during group times. The examples could be from Australia or other parts of the world.