The purpose of this study was twofold. First, it aimed to present an argument for the inclusion of primary-age children is views in the decision-making process in primary schools. Second, it aimed to explore the potential of primary-age children to contribute to better decisions about their own schooling. The hypothesis is that primary-age children have worthwhile views o:f schooling that should be introduced into both classroom and school decision-making processes. Authoritarianism, moral development, children’s rights and active learning were explored in relation to child participation in decision-making. This study attempted to explore children’s views o:f schooling from the viewpoints of the children themselves. Children kept diaries of school for one week and from these diaries an interview schedule was constructed to allow the exploration o:f their views. The study shows that primary-age children have views that can contribute legitimately and valuably to decision-making at both the classroom and school levels.
|Date of Award||1986|