Children should be seen and heard!
By Melanie Yates-Boothby
At the heart of this PhD study lies my deep commitment to giving our youngest children agency - empowering them with opportunities to express their views and ensuring they are heard and valued in shaping behaviour policies in schools. As outlined in Article 12 of the United Nations Convention on the Rights of the Child (UNCRC, 1989), children have the right to have their voices heard and to be involved in decisions that affect them (UNICEF, 2019).
“ARTICLE 12: Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously.”
To truly listen to and include our youngest children in decision-making is an ethically complex task, especially in an age dominated by digital media. This research respects the children participating as, “subjects not objects” (Bertram Et al., 2016, pp.vii) and invites their voluntary participation with informed assent and a right to withdraw if they do not want to take part in activities. The research activities are planned within usual daily routines, to explore children’s motivation and behaviour in everyday contexts, using multiple qualitative polyvocal methods based on the Mosaic approach (Clark and Moss, 2001). This study examines children’s motivation and behaviour in a nursery setting that does not rely on stickers or external rewards. Using a variety of methods grounded in the Mosaic Approach (Clark and Moss, 2001), the research seeks to understand motivation and behaviour from the children’s perspective through observations, discussions, and activities such as talking and drawing. The overarching question it aims to answer is: What is it like in a nursery classroom that does not use stickers or token economies as forms of extrinsic motivation?
Too many schools focus on the concept of ‘school readiness’ in early childhood education (ECE), driven by league tables that measure children’s ability to pass tests. In the 2023/2024 academic year, there was a significant increase in the number of children permanently excluded due to challenging behaviour, with a high percentage of these children having special educational needs (Gov.uk, 2024).
The media often highlights growing behavioural problems and a mental health crisis in schools. But what if we could foster positive behaviour and well-being by giving our youngest children more autonomy? Involving them in decision-making, helping them develop self-regulation skills, and building emotional resilience through mindfulness and play could empower children to become independent learners motivated from within, rather than relying on external rewards. By reducing coercive behaviour management and minimizing the dysregulation caused by constant external demands, we could create classrooms that are not only more harmonious but also joyful and conducive to learning. Listening to children and placing them at the heart of our classrooms is key to achieving this.
This study aims to listen to children, understand what motivates them, and reflect their views in school behaviour policies, creating a more inclusive and supportive environment for all.
My PhD research is inspired by my son, a neurodivergent learner who often felt like he “wasn’t good enough"—rarely receiving the coveted sticker or certificate. Yet, his love of building and using tools ultimately motivated him to become a successful engineer, proving that intrinsic motivation can drive a child to excel in their own unique way.
Melanie Yates-Boothby is the Early Years Lead and SENCO at a Primary Academy in Staffordshire. She is currently studying a PhD part time with the University of Wolverhampton simultaneously with the NPQSENCO award. Her research interests are in Early Childhood Education, and inclusion & behaviour of primary aged children.
References
Bertram,T., Formosinho,J., Gray, C., Pascal, C., & Whalley, M. (2016) EECERA ethical code for early childhood researchers. European Early Childhood Education Research Journal, 24:1, iii-xiii, DOI: 10.1080/1350293X.2016.1120533
Baker, S., Le Courtois, S. & Eberhart, J. (2023) Making space for children’s agency with playful learning. International Journal of Early Years Education, 31(2), 372–384. https://doi.org/10.1080/09669760.2021.1997726
Clark, A. & Moss, P. (2001) Listening to Young Children: The Mosaic Approach. London: National Children’s Bureau.
UNICEF United Kingdom (2019) A summary of the UN Convention on the Rights of the Child. Available [online] at: https://www.unicef.org.uk/wp-content/uploads/2019/10/UNCRC_summary-1_1.pdf
Urhahne, D. & Wijnia, L. (2023) Theories of motivation in education: An integrative framework. Educational Psychology Review, 35, 45. https://doi.org/10.1007/s10648-023-09767-9
Yildiz, C., Atiş Akyol, N., Ata Doğan, S. & Akman, B. (2020) Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study. Pegem Eğitim ve Öğretim Dergisi, 10(3), 725–766. http://dx.doi.org/10.14527/pegegog.2020.024