Respect for children's voices as the first step in citizenship education

Abstract

Often some traits of authoritarian pedagogies still dwell in ECEC. Although reference documents place citizenship education at the center, children are not always the real protagonists of daily educational routine. Starting from the ideas of the child protagonist and of child's resistant voice, some examples of practices that are not very open to children's participation will be presented and some useful reflections will be proposed to promote democratic citizenship education.