Care, Respect and Participation

This method is built on an Action-Research. The research was meant to improve my ability to teach democratic values to children with implicit knowledge of those values by finding the best methodologies. The study was conducted with 5-6-year-old children, nine teachers and the investigator and lasted nine weeks. Challenges: Children don´t understand most of the values needed to explain their Rights, so I must return to vocabulary and modelling methods. Children don´t know how to relate their feelings to others. The results showed that I improved my teaching of values by • Using democratic solutions • Modelling values • Using humour • Encouraging children to practice those values. Practical points for the teacher The power relationship must be regulated at school so children can control their activities. Their rights will be discussed so they know what they can do and what is expected of them. Values language must be encouraged and scaffolded within a context that children can understand and to which they relate easily to gain a better understanding of their emotions and the emotions of others. Methodologies • Short literature be used to lead them into philosophical reflections, • Free play, • Drawings that enable them to manipulate value language Findings When children feel respected, they are likely to respond similarly. By giving the children the right to participate, they know their capacity and develop self-agency to convey their ideas democratically. From the children’s perspective, a teacher who respects is kind, does not yell, and plays nicely. Results The Children´s Parlament Teaching of The Convention of Children´s Rights.