Reimagining “Good” Childhoods: Culture, Capability and Children’s Right to Be Heard

This session brings together three interconnected perspectives that challenge taken-for-granted assumptions about childhood. Drawing on research from Norwegian kindergartens, we explore how cultural ideals of independence, robustness and “proper” parenting shape expectations of children and families, and how these norms can create unequal opportunities for immigrant parents to belong and participate.

Extending this discussion, we examine young children’s capability and potential as thinkers. We highlight practical strategies for creating inquiry-based learning environments that honour children’s ideas and position them as capable contributors to knowledge.

Finally, we explore children’s right to express their views through the lens of slow pedagogy. In an increasingly busy world, educators hold responsibility for creating temporal environments that allow children time to think, process and articulate their ideas. Such approaches not only uphold children’s rights but also strengthen wellbeing, inclusion and meaningful participation.

Together, these presentations invite participants to rethink childhood, culture and pedagogy through a children’s rights lens that centres belonging, capability and voice.

Jennifer Ribarovski, Australia; Sesilie Smørholm, Norway; Trine Højsgaard, Norway; Manju Nair, Singapore