This study aims to identify how children’s rights are talked into being through everyday interactions between educators and children and their peers in an early childhood education setting. Grounded in the sociology of childhood, and the Lundy Model of Participation (2007), it will use Ethnomethodology Conversation Analysis to identify the ways in which members invite, cultivate, and encourage participation through talk-in-interaction. The study’s findings have practical implications for pedagogical practice and children’s rights enactment.
Research student
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