Listening to children
Early Childhood Matters 91 made clear that, while child development programmes for older children had readily embraced participation, programmes for younger children had not. One year on, it seems that the picture has not changed much. In the current edition, we had hoped to feature examples of good practice that explored and discussed the realities of participation, and set out the implications for effective programming. Instead we have only been able to gather articles that show how adults are taking the crucial first steps in developing that participation: establishing environments and practices that enable young children to express themselves confidently and fully, and to develop some experience in participation
