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Advisor(s)
Abstract(s)
Recent perspectives on Pedagogy for Early Childhood Education emphasize children's participation in
line with the Children's Rights Convention. The study aimed to analyse how children's rights are dealt
with during recess in a school (Early Childhood and Primary Education) in Portugal. The aims were: to
characterize the style of the adult (teaching assistants) and the interactions that are established with
the children at the playground/recess, and analyse them in terms of children's rights. The qualitative
approach was based on the observation during the recess for three weeks. The Adult Style
Observation Schedule for Early Childhood Education (ASOS-ECE) was used to register and code the
dynamics of six teaching assistants (3 ECE and 3 PE). Critical incidents were also registered.
Statistical analysis of the ASOS-ECE levels were complemented with the content analysis of the
notes. The playground space was quite limited and affected children's play and well-being. The
outdoor playground was never used for the Early Childhood classes, only for Primary Education
students but with little supervision. Children were often deprived of playground time by decision of the
teaching assistants, as punishment. The results obtained through the Adult Style Observation
Schedule for Early Childhood Education (ASOS-ECE) are not satisfactory and are below what would
meet the minimum quality value (3,5). For Early Childhood Education, sensibility is the most valued
dimension but with very low levels (<2,5). For Primary Education it was autonomy that scored highest
(<2,5). The analysis of the notes/critical incidents highlighted articles 12 (expression of own views), 13
(freedom of expression), 19 (protection against violence), 29 (development of personality) and 31 (rest
and leisure, play and recreational activities) as being put into question by actions of the adults
responsible for the children. Children's rights and well-being need to be put forward in the knowledge
base for all adults working with children so that Pedagogy can fulfil its purpose fully.
Description
Keywords
Early childhood education primary education children's rights adult style playground
Citation
Figueiredo, M. P., & Santos, F. (2016). Playgrounds going wrong: study of the adult style and children's rights during recess in an early childhood and primary education center. In L. Gómez Chova, A. López Martinez, & I. Candel Torres (Eds.), EDULEARN16 Proceedings (pp. 3336-3339). Barcelona: IATED.
Publisher
IATED