“How democratic should I be?” Increasing democracy in Árbær preschool

Abstract

The article describes a collaborative action research project conducted in one preschool. The participants were the staff who collaborated with a project manager. The aim of the study was to educate and discuss democratic view’s, practices and children’s rights in the preschool. The aims were also to: ellicit ideas from the staff on activities that promote a democratic atmosphere in the school; to try these ideas for one school year; to evaluate them and to write a curriculum on democracy and children’s rights for Árbær preschool. Data were gathered throughout the study period from various sources such as from teachers’ meetings and diaries.

The project started with a conference day in the beginning of August, 2012, which was used to teach about democracy in preschools. On that day, the staff decided to limit the project to:

updating a contract on communications for children, parents and staff;

? exchanging ideas on integrating democratic activities;

? teaching democratic deliberation and cooperation;

? ellicting ideas on formal participation from children, parents and preschool staff;

? creating a curriculum on democracy and human rights.

The contract on communications that the staff updated in a democratic light showed that care and mindfulness should play a large part in the atmosphere at Árbær and that the staff should develop positive communication with parents and children. The preschool activities in Árbær should consist of joy and happiness so that children and staff look forward to attending school. Moreover positivity and politeness should prevail, good ideas should be welcomed and people should choose to be in a good mood at work. Respect and helpfulness were considered important, as was the fact that staff, parents and children participate in school activities.

The daily agenda in the preschool played a major role in promoting or reducing democracy. By working with the children in smaller groups and increasing staff presence in their play, democracy in the children’s interactions could be promoted, including the children’s choice of play materials, play areas and partners.

The staff saw opportunities in working together between departments in planning activities in the art room and the sports hall. They also thought that it would be preferable to update the “choice times” and make them more democratic. Each department decided on developing a democratic choice system that suited the children’s age. There was interest in having the children, expecialy the older ones, make school rules. The staff decided that they should start activities next winter by making such rules with the children and having the children come up with mutual goals and wishes for visits (to the library for example), walks and so on.

In creating a curriculum on democracy and human rights the staff decided on the following categories:

? The preschool and society. Democracy is learned in the society and in the preschool as well.

? The children. The will, intuition, experience, skills and voices of children are respected and have impact on the preschool activities.

? The staff. The preschool head teacher is the professional leader and leads democratic cooperation between different groups in the school. The staff should have the opportunity to participate actively in the schools activities and influence them.

? The parents. Trust prevails between parents and staff so that interactive communication and a sharing of views can take place and joint decisions about individual children can be taken.

The findings indicate that participation in the action research influenced the staffs’ ideas and practices. They became more aware of democratic practices and children´s rights and how to support cooperation and active listening in their daily activities.