Children as Agents in Shaping High-Quality Early Childhood Education and Care in Europe: Findings from the SCIREARLY Project

1. Background The United Nations Convention on the Rights of the Child (UNCRC) affirms that children have the right to express their views and have them considered in matters affecting their lives. However, in discussions about high-quality early childhood education and care (ECEC), children’s voices are often not given sufficient attention, especially in contexts influenced by neoconservative reforms emphasizing rigid curricula and hierarchical teacher-student relationships. This study challenges these trends by focusing on children’s perspectives on ECEC quality, using epistemic justice (Fricker, 2007) to directly engage young learners in examining their experiences in ECEC. 2. Methods The study involved 8 focus groups with 23 children across three Spanish schools in diverse socio-economic and cultural contexts. School A (Gernika-Lumo) serves a medium-high socio-economic, Basque-rooted community. School B (Lleida) is diverse, with over 40% of students from migrant or Roma backgrounds. School C (Irun) supports a medium-low socio-economic, multilingual population (76% migrant students). Researchers used child-friendly methods, including storytelling and play-based discussions, to ensure active participation. The study also emphasized ethical reflexivity, prioritizing children’s comfort, agency, and dignity in ECEC research. 3. Findings The focus groups revealed how these schools foster children’s agency, promote peer interactions, and support the development of essential skills, such as literacy, numeracy, and technology while fostering their wellbeing and socio-emotional development. 3.1. Children’s Agency Children expressed a strong sense of belonging and autonomy. In School C, children rotated as class delegates, assisting with daily routines. Sina (5 years old) shared, “Today I am the delegate with Daniel. We write the names of those absent and lead the train to the playground.” This rotation helped foster responsibility and teamwork. At School B, children were given freedom to choose books and activities. Olaia (5 years old, School A) noted, “I sometimes spend time with my group, other times I move to another. We choose. That is fun and good.” Flexible classroom spaces allowed children to select activities and peers, promoting independence. 3.2. Opportunities for Multiple Interactions The schools intentionally designed environments to promote peer collaboration. At School A, children played games involving counting and problem-solving, making learning social. A strong anti-violence policy ensured a safe environment, as Martin (4 years old, School B) said, “No hitting, no pushing, no hurting.” Family involvement also enriched the children’s learning experiences. In School C, Interactive Groups engaged parents in educational activities. Marta (5 years old) shared, “My mum came today, and we learned about the Pied Piper of Hamelin. She didn’t know the story, but we explained it to her.” Peer support was also common, as Sofia encouraged Daniel to share his thoughts, showing how these settings foster inclusivity and collaboration. 3.3. Early Literacy Children recognized reading as central to their learning. At School A, children engaged with books on topics of interest, connecting school and home learning. Jon (5 years old) shared, “My favorite book is about firefighters. And another one about dinosaurs. I read and then I learn.” In School C, there was a strong emphasis on letters and storytelling, cultivating a love for literacy. Sara said, “What I like most are the letters.” 3.4. Opportunities for Exploring Math Math was also an enjoyable activity across the schools, with children engaging in numeracy and problem-solving. Research shows that early math achievement can predict later academic success (Melhuish, 2008). At School A, children excitedly shared their mathematical discoveries: Eneko: “20 plus 20 is 40, and 40 plus 40 is 80! We learned it from our teacher.” Miren: “Yes, and playing cards too.” Ana: “It’s true! We put numbers together and guess how much they make.” At School C, technology and computational thinking enriched the learning experience. Children enjoyed playing shop, using numbers in real-world contexts, making the learning both dynamic and engaging. 4. Discussion and Conclusions The findings highlight children’s agency and their rich interactions with both peers and adults as key elements of high-quality ECEC. They align with established quality indicators and stress the importance of fostering foundational skills in engaging, natural settings where learning and well-being are not decoupled but are, instead, interconnected. This study contributes to quality education by forefronting children’s agency and recognizing their views on their educational experience as valuable and legitimate. The research advocates for participatory, co-constructive educational practices that respect children as active agents and knowledge bearers, promoting more inclusive, democratic, and responsive early childhood education systems. Reference: Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. https://doi.org/10.1093/acprof:oso/9780198237907.001.0001