[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592677-105":59,"doc-detail-592677-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teachers-implicit-theories-on-child-participation-in-preschool","Teachers’ Implicit Theories on Child Participation in Preschool","","Examines how Slovenian preschool teachers understand and implement the concept of the competent child and child participation, grounded in the sociology of childhood. A quantitative study with 810 respondents analyzes teachers’ implicit beliefs through descriptive statistics and cluster analysis using Ward’s method. Results indicate two belief clusters: one aligned with traditional views of childhood as immaturity and low competence, linked to participation via a mediator; the other aligned with a postmodern competent-child perspective, linked to autonomous participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-implicit-theories-on-child-participation-in-preschool/592677/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-implicit-theories-on-child-participation-in-preschool/592677.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study investigates preschool teachers’ implicit theories about implementing the competent child concept and child participation in Slovenian preschools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ views analyzed?",{"text":117,"@type":113},"The study used descriptive statistics and cluster analysis with Ward’s method on responses from 810 participants.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about teachers’ beliefs?",{"text":121,"@type":113},"Two clusters emerged: traditional beliefs supporting participation through a mediator, and postmodern beliefs supporting autonomous participation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592677,1792165411,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Teachers’ Implicit Theories on Child Participation in Preschool  \nBy Nada Turnšek􀀍  \nWith the new paradigm of the sociology of childhood the traditional notion of childhood as a developmental phenomenon has been replaced by the recognition of childhood as an integral part of society and culture rather than simply an antecedent, and by the need for children to be regarded as significant contributors to our society and culture. The concept of \"the competent child\" and the related concept of child participation poses theoretical as well as practical dilemmas. The paper presents the results of a quantitative study involving 810 respondents, examining Slovenian preschool teachers’ views on the implementation of the idea of the competent child and child participation in preschools. Descriptive statistics have been carried out, along with a cluster analysis using Ward’s method. The findings suggest the existence of two clusters of beliefs, representing the division between the teachers who support the traditional notion of childhood as a state of immaturity and lack of competence, and those supporting the postmodern concept of the competent child. The first is associated with the concept of participation through a mediator and the latter with the concept of autonomous participation.  \nKeywords: child participation, competent child, implicit theories preschool teachers  \nThe New Sociology of Childhood  \nAs the study of the history of childhood shows, children were not identified as a group with their own rights but rather as a part of the family and community (Kirby et al., 2003) . Parents and teachers decided what was good for them, spoke on their behalf and interpreted their needs. Important changes were brought by the age of Enlightenment with the understanding of the child as a being with a specific way of learning, developing and acting. The ideas of Komenski, Rousseau, and later in the field of preschool education the ideas of Pestalozzi, Owen, Froebl, and Montessori introduce a respectful relation towards the child, their development and learning (Rutar, 2013) .  \nThe 20th century with its reform pedagogy indicates a turning point, particularly with Dewey pointing out the role of the child’s experience and the child’s active role in the processes of learning and participating in democratic processes (Dewey, 1938) . At the end of the 1980s, \"the new sociology of  \n􀀍 Assistant Professor, University of Ljubljana, Slovenia.  \n[https://doi.org/10.30958/aje.3-1-1](https://doi.org/10.30958/aje.3-1-1) doi=10.30958/aje.3-1-1  \nchildhood\" (James & Prout, 1997) made a shift away from the dominant developmental-psychological paradigm, particularly by breaking away from the linear understanding of the child’s development that equates childhood withinability. It stresses that childhood is neither a natural nor a biological feature; instead, it occurs as a specific structural and cultural component of societies. This new understanding of childhood points out that children are part of society and culture and that childhood is not only some \"pre-social\" stage. Childhood and children are no longer recognised as passive, incompetent and incomplete. They are recognised as social actors here and now, rather than \"only\" becoming such (James & Prout, 1997) . However, even the 20th century did not essentially contribute to hearing the child’s voice in society and education, in their placement as competent social actors. As claimed by Lansdown (2000), children remain socially and politically excluded from the processes of social decision-making and hence they are still not recognised as citizens.  \nFrom the Discourse on the Child’s Needs to the Discourse on the Child’s Rights  \nThe modern conceptualisation of childhood has established the child as a being of needs; and later in postmodernist thought the discourse on needs became replaced by the discourse on rights; it is argued that it is through the discourse of needs that the child’s incapacity is st","cbCaip5eloTHMwYb","https://ap.wps.com/l/cbCaip5eloTHMwYb","pdf",438432,12,"English","# The New Sociology of Childhood\n# From the Discourse on the Child’s Needs to the Discourse on the Child’s Rights\n# The Child as a Competent Learner","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study investigates preschool teachers’ implicit theories about implementing the competent child concept and child participation in Slovenian preschools.\"},{\"question\":\"How were teachers’ views analyzed?\",\"answer\":\"The study used descriptive statistics and cluster analysis with Ward’s method on responses from 810 participants.\"},{\"question\":\"What do the findings suggest about teachers’ beliefs?\",\"answer\":\"Two clusters emerged: traditional beliefs supporting participation through a mediator, and postmodern beliefs supporting autonomous participation.\"}]","Teachers’ Implicit Theories on Child Participation in Preschool | PDF",1792075079]