Strengthening participatory practices in early childhood education: Transforming research knowledge into educational material

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Published: Apr 30, 2024
DOI: https://doi.org/10.12681/hjre.37584
Keywords:
children's participation educational material educational research teacher support early childhood education
Sofia Avgitidou
Aristotle University of Thessaloniki
https://orcid.org/0000-0001-7157-4720
Sonia Lykomitrou
University of Western Makedonia
https://orcid.org/0009-0004-9143-8821
Vassiliki Alexiou
2nd kindergarten, Meliti
https://orcid.org/0009-0001-5491-0830
Maria Birbili
Aristotle University of Thessaloniki
https://orcid.org/0000-0002-5233-4761
Maria Ampartzaki
University of Crete
Maria Kampeza
University of Patras
https://orcid.org/0000-0003-2405-2334
Kyriaki Velkou
12 kindergarten, Kilkis
https://orcid.org/0009-0007-3593-8196
Sevasti Theodosiou
University of Thessaly
Abstract

Although children's participation is considered important in education, it is not common practice. However, there is a growing body of research on teachers' beliefs and practices regarding children's participation in education and a growing number of studies focusing on supporting teachers to enhance children's participation in the educational process. This article seeks to present the processes of transforming research knowledge into educational materials to support teachers in enhancing participatory practices in early childhood education. It draws on research studies on teachers' beliefs and practices regarding children's participation in education and the processes of enhancing their professional learning to show the necessity, objectives and content of educational materials. Future research could examine the results of teachers' use of this educational material to support children's participation in early childhood education.

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