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Social Foundations of Self II: The Generalized Other01:20

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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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WHY ADULT VIEWS MATTER: SCHOOL PERSONNEL PERSPECTIVES ABOUT CHILD SCHOOL PARTICIPATION.

Eduardo A Lugo-Hernández1, Loggina S Báez Ávila2, Yarimar Rosa-Rodríguez3

  • 1Universidad de Puerto Rico Recinto Mayaguez.

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School personnel

Keywords:
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Area of Science:

  • Community-based participatory research
  • Childhood studies
  • Educational psychology

Background:

  • Community-Based Participatory Research (CBPR) emphasizes diverse inclusion in research and decision-making.
  • Child participation in research, particularly in schools, is underrepresented.
  • Adult perceptions significantly influence the success of child participation initiatives.

Purpose of the Study:

  • To investigate school personnel's conceptions of childhood.
  • To examine the relationship between these conceptions and their views on child participation in schools.
  • To inform school violence prevention strategies through enhanced child involvement.

Main Methods:

  • A discussion group was conducted with 19 school faculty and non-faculty members.
  • Participants were asked questions regarding their views on childhood and child participation.
  • Data were categorized and analyzed to identify relationships between concepts.

Main Results:

  • School personnel's understanding of childhood is shaped by socio-cultural and historical factors, influencing their stance on child participation.
  • Participants acknowledged the benefits of child participation for children, schools, and society.
  • A gap exists in articulating child participation beyond conventional classroom methods.

Conclusions:

  • Understanding adult perceptions of childhood is crucial for fostering effective child participation in schools.
  • CBPR in schools can be enhanced by addressing adult attitudes and pedagogical practices.
  • Promoting children's voices requires a nuanced approach that moves beyond traditional educational strategies.