Upside Down - The Child as Citizen

The central focus of this sub-theme is acknowledging young children as competent and capable and with rights as citizens to be active protagonist in their own learning.

Upside Down explores what it means to consider children as competent, capable learners as well as citizens with rights from birth. It also considers the importance of both their social and physical worlds in creating opportunities for learning in relationship with children, adults and the environment.

Whilst much children’s learning happens within the family and wider community, a significant amount of time is often spent in a variety of group settings, including the places we call children’s centres and schools.

We need to ensure that these group settings encourage active learning by both children and adults.

Upside Down will consider the questions we need to explore in attempting to create environments that support a pedagogy based on how children learn. It will also consider the contribution of each person’s uniqueness to collaborative learning, and Upside Down celebrates listening with all the senses, participation, imagination and creativity in the learning opportunities for both children and educators.

In creating learning environments how might we listen to children, families and the community?

The strands of this sub-theme are:

UP1 and UP4 – Child as Citizen from Birth

UP2 and UP5 – Co-constructing Learning Places

UP3 and UP6 – Active Protagonists in Learning

This page last updated: Thursday 8 May 2014