Seen and Heard

Using examples from a Reggio-inspired school with children from ages 6 weeks to 6 years, the authors emphasize the importance of children's rights and our responsibility as adults to hear their voices. Seen and Heard summarizes research and theory pertaining to young children's rights in the United States, and offers strategies educators can use to ensure the inclusion of children's perspectives in everyday decisions. Real-life classroom vignettes illustrate how young children perceive the idea of rights through observation and discussion. The authors' work is based on these essential ideas: (1) the "one hundred languages" children use for exploring, discovering, constructing, representing, and conveying their ideas; (2) the pedagogy of listening, in which children and adults carefully attend to the world and to one another; (3) the notion that all children have the right to participate in the communities in which they reside.

Ellen Lynn Hall is Executive Director of Boulder Journey School and Director of the Boulder Journey School Teacher Education Program in partnership with the University of Colorado Denver. Jennifer Kofkin Rudkin teaches in the School of Education at the University of Colorado Denver.

Foreword	p. ix
Introduction	p. 1
Tuning Adult Ears to the Voices of Young Children	p. 7
Listening to Young Children	p. 10
Children's Insights About Children's Rights	p. 17
Conclusion	p. 18
Children's Rights in the United States: Learning from the Social Movements of the 1960s	p. 20
Children's Rights and New Conversations: In Praise of Stuttering	p. 20
Dynamics of Oppression: "Our Similarities Are Different"	p. 23
Conclusion	p. 34
The Special Estate of Children's Rights: A Movement Like No Other	p. 36
Balancing Protection and Participation	p. 37
The Unique Status of Children	p. 40
Conclusion	p. 48
Children as Community Protagonists	p. 50
The Social Context of Children's Communal Responsibilities: Parents, Teachers, and Peers	p. 52
The Role of Adults in Supporting Children as Community Protagonists: Stepping In and Stepping Out	p. 55
Valuing Conflict	p. 58
Children as Protagonists in Global (as Well as Local) Communities	p. 62
Conclusion	p. 65
Children's Exploration of Rights Through the Construction of a Hamster City	p. 68
A City for Crystal	p. 68
The Importance of Movement	p. 74
Balancing Protection and Participation	p. 82
The Right to Community-To Care and Be Cared For	p. 86
Conclusion	p. 91
Children's Places	p. 94
A Fort of One's Own	p. 94
Characteristics of Children's Places	p. 96
Conclusion	p. 109
Conclusion	p. 112
References	p. 117
Index	p. 127
About the Authors	p. 133
Table of Contents provided by Ingram. All Rights Reserved.

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