Giving children in elementary school the opportunity to voice their opinions 

Children should learn to think and act democratically from an early age. The best way is for them to experience it at first hand at school. The Institute for Primary Education Research at Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU) has now discovered in a two-part study that children would like to be involved more in decisions.

FAU study: Encourage democracy from an early age by strengthening rights and wishes of children

In view of current developments in society posing a threat to democracy at a national – and international – level, it is more important than ever that education supports democracy. For that reason, even children in elementary schools ought to be able to experience that their opinion is heard and that they are able to participate in decision-making processes. The Institute for Primary Education Research at FAU has been researching for several years in various contexts on democracy in education with a focus on children becoming involved in decision-making at elementary school and has completed a two-part study. The result: children want to and should be given more opportunities to make their voices heard and to be involved more in decision-making processes.

The study

Commissioned by the Deutsche Kinder- und Jugendstiftung (German Children and Youth Foundation), the first step the researchers took was to investigate the practical requirements for encouraging elementary school children to get involved in democracy. The second step shone the spotlight on the children’s perspective with the second part of the study entitled “The children’s voice”. At the Institute for Primary Education Research, we have already been researching democracy in education for several years in various contexts with a focus on children becoming involved in decision-making at elementary school,” explains Prof. Dr. Sabine Martschinke, Chair of Primary Education (Managing Heterogeneity). “It was important for us that we let the young stakeholders voice their opinions directly during the research process.” The focus was on individual interviews with 61 elementary school children from an elementary school in Nuremberg and 22 group discussions with 173 children. The group discussions were held at six primary schools in Bavaria, Hessen and Saxony and were tailored to the children’s needs by using animal puppets to tell a story.

The results

The children were asked which opportunities for getting involved in decision-making they made use of already and which they would still like. The results of the individual interviews indicate that they feel that their voices are heard and they are kept informed in the school context and during lessons. However, they are less likely to become involved in planning, consulting and making decisions.

“The results of the group discussions show that children would in general like more opportunities to become involved in decisions concerning subjects, topics, and lessons in general,” Prof. Martschinke says. “Children explicitly mentioned the need to become involved when decisions are being taken concerning lessons, particularly in subjects such as German and mathematics, homework or checking learning outcomes. In addition, children would like to become involved in designing teaching materials.”

Against the backdrop of current political developments, it is becoming increasingly important to educate even elementary school children in democracy, providing children with examples of democracy in practice, letting them participate and gain hands on experience of democratic processes from an early age. Providing an education in democracy also includes personal development and strengthening transferable skills, such as communication, argumentation and problem-solving. Co-determination and education in democracy go hand in hand and ought to be implemented across all disciplines.

“Our findings have consequences for teaching and schools, but also for teacher training and professional development,” states Prof. Martschinke. The topic of democracy should be given considerably more time and attention during lessons. A variety of approaches should be introduced into the classroom, giving children the opportunity to experience democracy at first hand and reflect on their experiences. Children must be given opportunities to become involved in decisions in all aspects of teaching and in all subjects, and the concept of co-determination must become an elementary principle that is implemented regularly.

“In the first instance, children’s needs and ideas must be taken seriously, they must be kept well-informed and they must be listened to,” Martschinke explains. “They must be made aware of where, when and how they can become involved in decision-making. This teaches children the essential tools they need for democratic thinking and action.” We must raise teachers’ awareness for co-determination and give them a toolkit for action by providing suitable professional training. “At the same time, we must encourage teachers to be brave enough to treat children as equals, wherever possible, and to exploit the opportunities for involving children in decision making even at elementary school, teaching children about democracy in the process,” Prof. Martschinke explains.

Further information:

Prof. Dr. Sabine Martschinke
sabine.martschinke@fau.de