Theme

The theme of the 20th EECERA conference: ‘KNOWLEDGE AND VOICE IN EARLY CHILDHOOD: who knows, who speaks, who listens?’, flows from the ethical stance of the Association which sets out a democratic commitment to work towards a more equitable sharing of power and voice in the development of early childhood research, practice and policy.

The conference will explore this theme through three perspectives:

i. ‘Who Knows’: Conceptualising Knowledge & Voice

This perspective explores how ‘knowledge’ in early childhood is constructed, who controls the dominant discourse and who has ‘voice’ in its generation and applications. It also aims to identify new ways in which knowledge might be developed and how it might become more multi-layered with inclusive and active participation in the process of knowledge construction.

What counts as ‘knowledge’ in ECEC?
How does it emerge? How is it presented?
Where is knowledge located in ECEC? How is knowledge (co-)constructed and created?
What and where is ‘voice’ in ECEC?
Who speaks and who listens? Who has knowledge and how is it controlled?

ii. ‘Who Speaks’: Exploring Innovative Paradigms & Methodologies

This perspective focuses on new paradigms and methodologies which are emerging in early childhood research and practice. In particular, participatory paradigms which aim to actively include the voices of children, parents and practitioners are to be explored. The current status and value of knowledge generated from such methodologies is also contested.

What new paradigms are developing?
What new methodologies are emerging?
Who shapes and directs research in ECEC?

How is knowledge identified, gathered and recorded in ECEC? Which voices give evidence in research? How are voices recorded, analysed and interpreted?
How is knowledge and voice represented and disseminated?

iii. ‘Who Listens’: Knowledge & Voice in Action

This perspective focuses on how knowledge is generated through listening more actively to alternative voices, particularly from children, parents and practitioners, and how this knowledge is being used to shape research, practice and policy. It also aims to explore actions which generate more symmetrical dialogues between a diverse range of participants in ECEC and how power might be more equitably distributed in the shaping of early childhood provision.

Can children speak and be heard?
Can parents speak and be heard?
Can practitioners speak and be heard?
What are the voices telling us? How does ECEC research respond to new knowledge and voices?
How does ECEC practice respond to new knowledge and voices?
How does ECEC policy respond to new knowledge and voices?