Conceptualizing child participation in early childhood education: A rights-based theoretical framework

Author
Aija Ozola

Affiliation
Riga Technical University, Rezekne Academy, Atbrivosanas aleja 115, Rezekne, LV4601, Latvia
E-mail: aija.ozola.rsu@inbox.lx

Corresponding author
Aija Ozola
Riga Technical University, Rezekne Academy, Atbrivosanas aleja 115, Rezekne, LV4601, Latvia
E-mail: aija.ozola.rsu@inbox.lx

Abstract

Child participation is widely recognized as a significant principle in contemporary early childhood education, yet its meaning remains conceptually unstable and is often conflated with activity, voice, choice, or general engagement. This paper develops a rights-based theoretical framework that conceptualizes participation as a teacher-mediated opportunity structure within everyday pedagogy. Rather than proposing a wholly new theory, it translates established participation principles into a multidimensional framework for early childhood education comprising the child’s right to receive information, the right to be heard, the right to express views, and involvement in decision-making, with the latter further differentiated into discussion, influence, and age-appropriate independent decision-making. By distinguishing participation from activity, compliance, and voice without meaningful consequence, and by arguing that participation in early childhood education must be developmentally translated rather than weakened, the framework clarifies the construct’s boundaries and provides a stronger basis for theory development and future scale construction.

Keywords: child participation; children’s rights; decision-making; early childhood education; right to be heard; right to express views; right to receive information; teacher-mediated participation

Article Type: Open Access

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