What children and young people say
http://data.open.ac.uk/openlearn/e214_1
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Creator The Open University
Publisher The Open University
Dataset OpenLearn
Subject
Course e214
To e214
Relates to course e214
URL content-section-0
Locator content-section-0
Language en-gb
Published
  • 2011-04-01T14:30:00.000Z
  • 2011-04-01T15:30:00.000Z
  • 2013-12-05T18:49:50.000Z
  • 2016-01-27T11:01:50.000Z
  • 2016-02-16T14:03:57.000Z
License
  • Copyright © 2013 The Open University
  • Copyright © 2016 The Open University
  • Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University
Type
Label What children and young people say
Title What children and young people say
Description
  • <p>Having one’s voice heard is an integral aspect of participation. Yet &#x2018;voice’ is a complex construct. It is not a fixed, internal characteristic, to be passed on and acted upon by others, but a product of social interaction, subject to change. In this unit we will discuss perspectives children have shared, as well as some of the ways their voices are shaped and how this process is intimately tied up with identity.</p><p>We will consider how the process of eliciting the views of children and young people influences what they tell us, and the ongoing construction of their identities. This process will vary according to what is being researched and which children are involved. Listening to disabled children and young people, children and young people from different cultures, and children and young people whose dialect or first language we do not share, for example, can present particular issues of access, communication and approach.</p><p>We will also consider how the power relations between children and adults, and our views about children and childhood, impact on the way we learn about, understand, and act upon what children tell us. We ask what difference children’s views and experiences make and how far their views are really taken into account when making decisions about the laws, policies and practices which affect them. We look at how far government consultations truly take on board the views of children, or whether they simply &#x2018;tick the participation box’. We describe efforts to increase children’s influence on government.</p><p>Listening to children and young people is vital to the development of inclusive services, democratic society and a culture which respects human rights. We conclude the unit by reflecting on how we can use what we have learned to these ends.</p><p>This OpenLearn course is an adapted extract from the Open University course <span class="oucontent-linkwithtip"><a class="oucontent-hyperlink" href="http://www.open.ac.uk/courses/modules/e214?LKCAMPAIGN=ebook_&amp;MEDIA=ou">E214 <i>Equality, participation and inclusion: learning from each other</i></a></span>. </p>
  • <p>Having one’s voice heard is an integral aspect of participation. Yet &#x2018;voice’ is a complex construct. It is not a fixed, internal characteristic, to be passed on and acted upon by others, but a product of social interaction, subject to change. In this unit we will discuss perspectives children have shared, as well as some of the ways their voices are shaped and how this process is intimately tied up with identity.</p><p>We will consider how the process of eliciting the views of children and young people influences what they tell us, and the ongoing construction of their identities. This process will vary according to what is being researched and which children are involved. Listening to disabled children and young people, children and young people from different cultures, and children and young people whose dialect or first language we do not share, for example, can present particular issues of access, communication and approach.</p><p>We will also consider how the power relations between children and adults, and our views about children and childhood, impact on the way we learn about, understand, and act upon what children tell us. We ask what difference children’s views and experiences make and how far their views are really taken into account when making decisions about the laws, policies and practices which affect them. We look at how far government consultations truly take on board the views of children, or whether they simply &#x2018;tick the participation box’. We describe efforts to increase children’s influence on government.</p><p>Listening to children and young people is vital to the development of inclusive services, democratic society and a culture which respects human rights. We conclude the unit by reflecting on how we can use what we have learned to these ends.</p><p>This unit is an adapted extract from the course <span class="oucontent-linkwithtip"><a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/e214.htm">Equality, participation and inclusion: learning from each other (E214)</a></span>.</p>
  • <p>Having one’s voice heard is an integral aspect of participation. Yet &#x2018;voice’ is a complex construct. It is not a fixed, internal characteristic, to be passed on and acted upon by others, but a product of social interaction, subject to change. In this course we will discuss perspectives children have shared, as well as some of the ways their voices are shaped and how this process is intimately tied up with identity.</p><p>We will consider how the process of eliciting the views of children and young people influences what they tell us, and the ongoing construction of their identities. This process will vary according to what is being researched and which children are involved. Listening to disabled children and young people, children and young people from different cultures, and children and young people whose dialect or first language we do not share, for example, can present particular issues of access, communication and approach.</p><p>We will also consider how the power relations between children and adults, and our views about children and childhood, impact on the way we learn about, understand, and act upon what children tell us. We ask what difference children’s views and experiences make and how far their views are really taken into account when making decisions about the laws, policies and practices which affect them. We look at how far government consultations truly take on board the views of children, or whether they simply &#x2018;tick the participation box’. We describe efforts to increase children’s influence on government.</p><p>Listening to children and young people is vital to the development of inclusive services, democratic society and a culture which respects human rights. We conclude the course by reflecting on how we can use what we have learned to these ends.</p><p>This OpenLearn course is an adapted extract from the Open University course <span class="oucontent-linkwithtip"><a class="oucontent-hyperlink" href="http://www.open.ac.uk/courses/modules/e214?LKCAMPAIGN=ebook_&amp;MEDIA=ou">E214 <i>Equality, participation and inclusion: learning from each other</i></a></span>. </p>
  • This free course, What children and young people say, looks at how practitioners and other adults talk to children and young people, and considers how this influences what they tell us. It identifies how children and young people would prefer to be engaged with, what would encourage their confidence in authority figures, and outlines the ways in which adults can improve on their listening techniques.<link rel="canonical" href="http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/what-children-and-young-people-say/content-section-0" /> First published on Fri, 01 Apr 2011 as <a href="http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/what-children-and-young-people-say/content-section-0">What children and young people say</a>. To find out more visit The Open University's <a href="http://www.open.edu/openlearn/ole-home-page">Openlearn</a> website. Creative-Commons 2011
  • This unit looks at how practitioners and other adults talk to children and young people, and considers how this influences what they tell us. It identifies how children and young people would prefer to be engaged with, what would encourage their confidence in authority figures, and outlines the ways in which adults can improve on their listening techniques.<link rel="canonical" href="http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/what-children-and-young-people-say/content-section-0" /> First published on Fri, 01 Apr 2011 as <a href="http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/what-children-and-young-people-say/content-section-0">What children and young people say</a>. To find out more visit The Open University's <a href="http://www.open.edu/openlearn/ole-home-page">Openlearn</a> website. Creative-Commons 2011