1.1 Childhood as Knowledge-Builder

Conceptual Guidelines

The concept of “Childhood as a Knowledge-Builder” recognises children as active participants in their learning process. This approach aligns with the United Nations Convention on the Rights of the Child (CRC), which emphasises children’s rights to express themselves and participate actively in their educational experiences.

• Active Participation: Children should be seen as competent individuals capable of contributing meaningfully to their learning and the community. They bring their unique perspectives, creativity, and ideas, which enrich the educational process.
• Agency and Expression: The CRC highlights the importance of respecting children’s rights to express their views freely in all matters affecting them. This includes designing educational settings that encourage self-expression, exploration, and decision-making.

Methodological Guidelines

For children aged 3–6, the following methods can help foster an environment where they can build knowledge effectively:

• Child-Centred Learning: Educational activities should be designed around children’s interests and developmental stages. This encourages curiosity and intrinsic motivation.
• Play-Based Learning: Play is a critical aspect of early childhood development. Through play, children explore, experiment, and understand the world around them.
• Scaffolding: Teachers and caregivers should provide support that helps children build on what they already know, guiding them towards new understandings.
• Collaborative Learning: Group activities promote social skills and the sharing of knowledge, allowing children to learn from each other. This also means that Inclusion is at the centre of collaborative learning.
• Philosophical Dialogue: The Didactics of the Community of Inquiry, set up in such a way as to suit children aged 3–6, shall frame didactic interventions that promote the role of children as knowledge-builders (e.g. promote the use of their questions in knowledge building).