Listening to the voices of young children in educational settings

C. Rinaldi cautioned that listening to the voices of young children should not be seen as a "simple natural act"; rather it required a "deep awareness" by adults. This chapter examines two separate studies in which young children were involved as active participants within the research, illustrating both the challenges and the successes that are possible when listening to young children. Two bodies of literature relating to the issue of listening to children are briefly discussed: how the phenomenon of listening to children has changed over time; and the way children's profound knowledge of place has not been listened to, or acknowledged, by adults. The research design of these two studies is explained: a comparative case study and a narrative inquiry. The chapter discusses the implications for future research with young children and concludes with advocating for change in early childhood education through acknowledging what is important to young children.