ABSTRACT
This chapter describes democracy and participation in the context of early childhood as a social construction and educators as advocates for children grounded in the United Nations Convention of the Rights of the Child. It explores different challenges and potential benefits for both children and early childhood educators. Democratic, respectful practice relates to educators’ awareness of power dynamics between themselves and the child so children are viewed positively as rich, capable, independent decision-makers. Children’s participation in their learning is a sign of quality and enables opportunities for young children to make connections as they talk their ideas through and make sense of their learning. Authentic participation needs to involve a respectful response by adults to children’s voice so children are respected as agents of change. For pedagogy of listening, active listening skills are required by the adult in order to hear accurately what is being communicated by a child.
