Children’s Decision Making in Early Childhood Education

Children’s decision making in early childhood education is highly contributory to their learning and development. This study explores children’s understanding of decision making and where in the early childhood center do they make decisions. A qualitative approach located within the interpretivist paradigm was selected A focus group conversation was conducted with twenty children aged between the ages of 4 and 5. Findings revealed that children’s understanding of decision making emanates from experiences in the home through given choices for ultimately making decisions. Another important finding revealed that children make decisions in the early childhood center related to play and art and this occurred on free play Fridays, whilst teachers make decisions in relation to the teaching of subjects such as language. This study has important implications as it foregrounds the importance of supporting children’s decision making in all activities including formal activities of the early childhood program and not just restricted to making decisions only for play and art. If teachers understand that children’s decision making should not be only confined to art and play but that children’s decision making should also be evident in formal activities such as language and maths then learning for young children will become more meaningful. Children will also understand that they are valued as co-constructors of knowledge and they will be motivated to learn. This study has important implications for further research about how children can be supported to make decisions in formal activities and how policy in South Africa should be redesigned to allow teachers the space to include children’s decision making.