CHILDREN'S VOICES IN EARLY CHILDHOOD EDUCATION: CHILD PARTICIPATION IN THE DEVELOPMENT OF PEDAGOGICAL PRACTICES

Abstract

Early Childhood Education is a fundamental stage in children's holistic development, shaped by experiences, discoveries, interactions, and multiple forms of expression. Recognizing children as rights holders means considering their opinions, interests, feelings, and expressions when organizing pedagogical practices. This chapter discusses the importance of listening to children and recognizing their agency in creating more participatory, welcoming, and meaningful educational experiences. This qualitative bibliographic and documentary study brings childhood studies into dialogue with Brazil's National Common Curricular Base. Listening extends beyond spoken language and includes gestures, play, movement, and other ways of communicating needs and wishes. The teacher's role as a mediator of inclusive experiences is emphasized. The discussion concludes that attentive and intentional listening contributes to more democratic, inclusive pedagogical practices grounded in children's lived experiences.