My Rights My Voice Vignette 4.

4.  Children understand more than adults give them credit for.

The 2025 program began with a consent process that asked families permission for their children to participate. Children were also asked for permission to participate and share their thoughts and voice with other people at SDN. Families embraced this process with positivity about the learning potential for their children, particularly their capacity to respond and about their feedback.

Infant educators point out how a scrunched-up printed photo of a play area meant the children repeated the type of play, while a picture without creases showed the experience as the picture that was expected.

Toddler educators explain that giving children a range of ways to communicate helps them participate. By introducing both language and key word signs the children have been able to transfer and adapt their learning to contexts outside of the feedback program.

Preschoolers have demonstrated that participating in feedback processes increased their confidence talking about their SDN world. Families shared that this project helped their children share their daily experiences after going home, even when unprompted.

Why is this important?
Families in the early years cherish the moments in their child's life that demonstrate learning and development. The world is full of first times, however, without a clear understanding of child development they may not grasp the depth of learning their child is capable of in the everyday.

SDN teachers and educators remind us of young children's capacity to form ideas and opinions about the world and communicate them to the people they trust.

Insight
Families’ realisation that their children are immersed in stimulating environments at SDN and have the agency to influence the world around them is priceless. Teachers can help families to reveal the ways children use their agency to co-construct knowledge for their own learning from a young age.