Seven fun ways to use dictionaries in the classroom to promote literacy

Dictionary games can be a fun and interactive way of improving students’ literacy and fostering creativity.

We asked Australian teachers how they use dictionaries to support learning in their classrooms, and here are their top ideas:

  1. Use dictionaries as a creative writing tool. Get students to pick three words they don’t know and make up their own definitions for two. Other students can guess which is correct.

“As a creative writing starter dictionaries are amazing. Students find three words they don’t know and create their own meanings for two. These are shared and their peers try to identify which is the real definition. It’s always fun and builds their vocabulary.”

  1. Run a competition in which students pick the word with the strangest definition or spelling.

“The current favourite is to find the ‘Weirdest Word’. Students find the word that has the most unusual spelling or the whackiest meaning.  Giggles and hilarity often ensue.”

  1. Play dictionary ‘celebrity heads’, in which a definition is written on a post-it-note and the student on whose head it is stuck has to guess the correct word.

“Great for exploring synonyms and specific vocabulary.”

  1. Run a word origins game, which involves students guessing or revealing (if they already knew) how an everyday word might have originated, and explaining their theory or knowledge to the class, before looking the word up to see if they were correct.

“I remember that the word ‘sandwich’ was a surprise as it came from a person’s name! Students went on to think about the simple, everyday word and give an explanation of why it came about. A simple, imaginative, engaging way to generate interest about known, or possible, origins of a word!”

  1. Arrange a dictionary scavenger hunt, in which students race to find a selected word, or the teacher reads out a clue about the word that students then find.

“It’s great for the younger years and my older students love it for a break.”

  1. Organise a ‘tales from the dictionary’ game in which the teacher waves a ruler over the dictionary like a magic wand and 6 or 7 chosen words are written on the board. The students create an exciting movie or book teaser, which they present to their class.

“Discussion ensues about hooks, catchy/wow words/which one would you rather go and see? Points are awarded for word length, prefix and suffix use, correct usage. If there is time, movie posters are designed on whiteboards.”

  1. Dictionary ‘I spy’ involves the teaching starting with, “I am looking at a word that begins with …”, then when they found the letter in the dictionary, the teacher provides the second letter and reads out the meaning. The students have to find the word and read it out.

What are your favourite dictionary games?

Self-confessed ‘word nerd’ and author of the Gargantuan Book of Words, David Astle,  has added his own suggestions:

  • Hangman with rarer words
  • Pick page-mates of 5 related words as puzzle

Moving mathematics learning from “what have I been told?” to “what do I know that can help me?”

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By Peter Sullivan

There is widespread agreement that student-driven inquiry approaches can help students build understanding, solve problems and reason mathematically. But to ensure that all students are included in learning opportunities, specific teacher actions are needed and lessons can productively be structured in particular ways. These actions include the following:

  • Posing tasks which are mathematically rich, which most students do not already know how to solve, and which require students to make decisions on the solution type and approach.
  • Allowing students time to engage with the task. Perhaps the major difference between students is not their so-called ability but the time they need to engage with the ideas.
  • Not only encouraging students to persist in their learning and being willing to take risks but also posing tasks which require those attributes.
  • Introducing tasks carefully to ensure that required language is covered and prerequisite concepts are reviewed.
  • Refraining from telling students how to solve the tasks. This is perhaps that most difficult of these actions in that it is counter to the natural instincts of teachers and requires teachers to trust that students can engage productively with the mathematical ideas.
  • Preparing prompts that can be given after some time, to students experiencing difficulty. Such prompts are intended to allow students access to the task. After completing such a prompt, the intention is that students proceed with the original task.
  • Planning further challenges for any students who finish quickly to extend their thinking and perhaps prompt abstraction or generalisation.
  • Making time to review student work on the tasks, and prioritising students presenting and explaining their solutions and solution strategies.
  • Posing subsequent tasks which are in some ways similar and in some ways different from the original task, with the intention that students see the underlying concepts more clearly and reduce the chance of students over-generalising from solutions to the initial task.

Note that, in this structure, it is not critical that all students solve the first task but engage with the idea sufficiently to be able to listen to the explanations of other students. Of course, tasks need to be appropriately challenging, meaning that most students will experience a sense of challenge but at least some will progress enough to contribute to classroom discussions. The intention, though, is that all students engage productively with subsequent tasks, having learnt from the initial efforts and the class discussions of students’ strategies.


The following newly released publication contains close to 100 suggestions of such learning sequences:

Sullivan, P. (2018). Challenging Mathematics Tasks: Unlocking the potential of all students. Melbourne: Oxford University Press.

 

Halloween word-play

Ghost

We all know the most commonly-used meaning of the noun ‘ghost’. According to Oxford Dictionaries, a ghost is ‘an apparition of a dead person which is believed to appear or become manifest to the living, typically as a nebulous image’.

But are you as familiar with the verb, used in a relationship sense? To ‘ghost’ someone is to end a personal relationship by suddenly and without explanation withdrawing from all communication. That time you texted your new boyfriend several times and received no reply, ever? Or left numerous voicemail messages? You were ghosted.

Witch

When someone mentions a witch, most people think of the image of a woman with magic powers, wearing a black cloak and pointed hat, flying on a broomstick.

However, the word ‘witch’ can also be used as a verb. To ‘witch’ someone is to enchant them, often referring to a woman’s beauty ‘witching’ an admirer.

Used as a noun, ‘witch’ also refers to an edible North Atlantic flatfish, sometimes referred to as Torbay sole to broaden their culinary appeal. Apparently it is off-putting to order a grilled witch at the fish and chip shop.

Zombie

The zombies of movies are usually white-faced and vacant-eyed, described in Oxford Dictionaries as, “a corpse said to be revived by witchcraft, especially in certain African and Caribbean religions”.

But zombies do not only appear in horror movies, and later in the viewer’s nightmares. They are also present in philosophy, described as, “a hypothetical being that responds to stimulus as a person would but that does not experience consciousness”.

An example of the usage of ‘zombie’ in philosophy is:  “So if the zombie hypothesis is correct, physicalism is false”, or “Nothing in the zombie theory explains why they act the way they do, unless we hypothesise the existence of unseen causes, demonic puppet masters, or the like.”

Other more recent meanings for zombie include:

  • a slow-witted person;
  • a cocktail, made with rum, liqueur, and fruit juice;
  • a computer controlled by another person without the owner’s knowledge; and
  • a zombie bank, which is insolvent but still able to operate due to government support.

Ghoul

Have you ever been described as a ‘ghoul’? Perhaps you should be. While a ghoul is most commonly considered to be, “an evil spirit or phantom, especially one supposed to rob graves and feed on dead bodies”, there is another category of ghoul that is more familiar in everyday life.

The term ‘ghoul’ can also be used to describe, “a person morbidly interested in death or disaster”.

If you routinely watch RPA (showing medical emergencies treated at the Royal Prince Alfred Hospital) or CSI, and count Wolf Creek and Saw as some of your favourite movies, you might be displaying some ghoulish tendencies.


More creepy word facts are available at Oxford Dictionaries, including:

Happy Halloween!

 

 

 

 

The lighter side of the Oxford Children’s Word of the Year

The word ‘equality’ might have been the Oxford Word of the Year, but not all entries tackled the big issues of our time.

Many of the entries from primary school students across Australia were funny and imaginative, bringing a smile to our faces as we read through the stories to put together our shortlist of words for the judges.

‘Slime’ featured in more than one entry (“it was brown and ugly. It felt watery and sticky.”), while alongside ‘freedom’, ‘refugee’, ‘loyalty’ and ‘bullying’, there were stories about ‘sausages’, a ‘rooster’ and a talking ant.

Unsurprisingly, fidget spinners were mentioned, but more unexpected was the fact that they were the theme of just one story.

In the spirit of Roald Dahl, made-up words included ‘mungry’, defined as ‘more than hungry’ and ‘hoodash’, which was a collection of letters two boys found in their adventures around Australia.

Here are excerpts from some of the entries that tickled our fancy, including a story about an ant who talked too much:

CWOTY ant

Food was also a hot topic, from macaroni to chicken nuggets:

CWOTY chicken

We loved reading the quirky rhyme submitted by one of the students:

CWOTY zoo

Thank you to all of the schools who entered the Oxford Children’s Word of the Year competition. We look forward to hearing from you in 2018!

Find out more about the winners of the Oxford University Press Children’s Word of the Year primary school writing competition.

 

‘Equality’ named the Oxford Children’s Word of the Year

After countless hours reviewing hundreds of entries, Oxford University Press Australia and New Zealand has announced its 2017 Children’s Word of the Year: equality.

The word is a result of an Australia-wide writing competition in which students from Grade Prep to Grade 6 submitted a piece of free writing up to 500 words based on a chosen word. The writing could be creative or factual, funny or serious.

A judging panel, consisting of academics and experts in children’s English language, evaluated competition entries based on a word’s popularity, use of the word in context, and frequency, to determine the Australian Children’s Word of the Year.

Equality was used in the entries to refer to a wide range of issues, including racial, gender, marriage, sporting, pay, disability rights and even sibling equality. It was included in both fictional and non-fiction writing.

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OUP ANZ director of Schools Publishing, Lee Walker, saysequality’ is a topical example of how Australian primary school children are tuned in to the social conversations happening today.

“The prevalence of the word ‘equality’ seems a fitting reflection of the current social landscape, with children incorporating the word in their stories across topics of gender, pay, culture, marriage, disability, religion, race and sport.

“It warmed our hearts to see the diverse range of issues that were top-of-mind amongst Australian children, and further confirmed how observant children are of the conversations that make up the daily news and social discussions around them,” Walker said.

Other words to appear in the children’s entries were traditional favourites including family, friends and sport, alongside words that previously have not been as prevalent, including soccer (as well as AFL football), bullying and war.

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OUP ANZ managing director Peter van Noorden said the competition provided valuable insights into what Australian primary school students are thinking and talking about.

“The competition was important in furthering our understanding of the language used in the modern Australian school yard. We also wanted to see how we differed from our global counterparts.

“In the UK, the 2016 Children’s Word of the Year was ‘refugee’, and this year was ‘trump’, so it was fascinating to see how Australian primary school students absorb similar social and political news that make up the daily news cycle.”

To read some of the winning entries and for more information about the competition visit the Children’s Word of the Year website, or join the conversation on social media with #cwoty.

Thirty years of Winnie and Wilbur: author Q&A

The much-loved duo of Winnie the witch and Wilbur her cat have celebrated their 30th year.

Friday the 13th of October marked three decades since Oxford University Press published the book series. Winnie and Wilbur are popular around the world, including in the UK, where they stared in a stage show in Birmingham and debuted on television, voiced by famous actors Katy Brand and Bill Bailey.

To celebrate the milestone and the release of the paperback Winnie and Wilbur Meet Santa today, we asked author, and Australian ex-pat, Valerie Thomas about her writing life.

When did you decide to become a writer? I think I always wanted to be a writer, and to publish at least one book.

How many books have you had published? I’ve had about 25 books published.  I signed the contract with OUP Australia just before they decided not to publish children’s fiction any more. Leigh Hobbs was the illustrator.

How did you meet illustrator Korky Paul? I met Korky Paul when the editor at OUP gave Korky my story, Winnie the witch, to illustrate.  It won a prize and so we kept doing more stories.

How long does it take you to write a book? Some stories take a long time. It’s thinking up the ideas that is hard. Once I have the story in my head it doesn’t take too long to write down.

What are you working on now? I am working on the next Winnie and Wilbur story at the moment, and thinking about the one after that.

Do you have any advice for aspiring writers? I have two writing tips. 1. Read as much as you can.  2. Write as much as you can. The more you write, the better your writing should be, but there are no guarantees on that.

 

What makes a word an Australian Law Dictionary word?

By General editor of the Australian Law Dictionary, Trischa Mann

Legal language is rich and diverse. It’s no exaggeration to say there are tens of thousands of legal words. Some are specially defined in legislation, others are refined over time by judges, but most are given their ‘natural meaning’. To find that meaning, lawyers uses a case-based form of reasoning by analogy which relies heavily on metaphor: slippery slope arguments, floodgates arguments, bright-line distinctions and penumbras of doubt. But where do we draw the line? A former High Court justice who detected a fatal flaw in a barrister’s argument used to say, ‘All very well, but is there not a knife in the napkin?’ Does that usage make ‘knife in the napkin’ a legal phrase? Sometimes it’s hard to distinguish between ‘legal’ words and ordinary words, and the word-traffic flows in both directions.

So how did we select words for inclusion in the third edition of the Australian Law Dictionary (ALD)?

Some compact law dictionaries start with a big proprietary database and ‘cut it down to size’ for students and non-lawyers. By contrast, the ALD was designed from scratch, built from the ground up. For the first edition, we started with the core law subjects (called the ‘Priestley Eleven’, after the judge who chaired the education committee). We gave readers a one-page summary of each Priestley Eleven subject, including its core terms, and defined these terms in tinted boxes in the text. Related concepts emerged naturally in each area. We peer-reviewed and refined our lists, and asked academics in the field to draft or review entries. We want students to use legal words comfortably, so we weave our cross-references into the flow of the text rather than adding them at the end of the entry as others do.

Important words in ‘other subjects’ come next, as well as words ‘heard round the traps’ in the profession. These include words emerging in Bar and Law Society newsletters and journals on topical issues, and in student or young lawyer circles. We keep a constant eye out for these, and each new edition has had a sprinkling of legal words that are in the news or inform public debate. We give them a context to encourage legal thinking in place of opinion. Examples new to the third edition include Sharia law, Islamic banking and the burqa, as well as sexting and sexual servitude—all important topics with a social dimension and legal significance.

Other entries we think of as our ‘saving you embarrassment’ entries. We give pronunciation advice on tricky words, but not in phonetics (because we don’t think many people understand that notation). A magistrate recently confirmed my impression that young lawyers pick up court behaviour from American movies, and are prone to ask for a ‘continuance’ instead of an ‘adjournment’ (the term used in Australian courts). A warning about that finds a place in the ALD. Legal books and articles often use a gavel on the cover—we point out that in Australia auctioneers might bang gavels, but our judges don’t. And yes, it is ‘justice’ of the High Court, as set out in the High Court Act, not ‘judge’—but we have judges of the Supreme Court (called Justice Smith) and District or County Courts (Judge Smith).

Finally, we have our ‘Bramble Bush’ entries. Legal Realist Karl Llewellyn (2012) described law school as a ‘Bramble Bush’ in a little book of that name about law teaching. Llewellyn thought deep immersion in law was necessary to train good lawyers, but students also needed to be moved by law. Law had to break through students’ shallower impulses (to make money, gain prestige) and awaken them to the rewards of service in an honourable profession that loved the law. He started the book with a cryptic little verse:

There was a man in our town

and he was wondrous wise:

he jumped into a bramble bush

and scratched out both his eyes—

and when he saw that he was blind,

with all his might and main

he jumped into another one

and scratched them in again.

In a 1941 article, ‘On the Problem of Teaching “Private” Law’, Llewellyn said he wanted students to:

see a society whole, and not in the mere image of one’s client; to see a man whole, and know sympathy where another would know bitterness or scorn. To [practise] law better, and live life more richly, because law is lived as a humanity, and human – as wisdom, but as wisdom always needing art. Such are the things an author drives to get into some communication to the student.

Llewellyn tried to communicate these things through his text. The ‘Bramble Bush’ approach treats legal education as a process of ‘making a lawyer’ by fostering the skill of thinking like a lawyer, which is a matter of expertise through instinct. First there is a naïve, adversarial understanding of law. The student must ‘wrestle through’ the ‘Bramble bush’ which ‘scratches out’ a legally uninformed emotional response to cases, and then scratches in a deeper, legally informed emotional attachment to law itself. The deep logic of the rule of law becomes instinctive and intuitive, and legal language plays a significant part in that.

The new third edition retains the structure of the first and second editions, but has a broader reach and includes significantly more entries. At a personal level, I see the ALD as part of a larger struggle against lack of time for reflection and a certain dehumanisation of law as it becomes increasingly instrumental. The structures in place in law schools (timetables, curricula, pre-planned ‘outcomes’ for each area of study) may be administratively necessary, but they can have a deadening effect. Law students experience high levels of stress and depression. The third edition, like its predecessors, is crafted to instil legal culture and a love of legal language, and these ‘Bramble bush’ entries in particular try to encourage browsing. Although space is always tight, the new edition keeps the entry for ‘Bramble Bush’, because we think it is important. There is no knife in the napkin this time. But if you think you’d like it to be there, write to OUP and let us know. We are grateful for feedback and, as always, keen to improve. And that makes another category—‘reader requests’. So far, there have been a few, and we hope there will be more.

References:

K.N. Llewellyn (1941). On the Problem of Teaching “Private” Law. Harvard Law Review, Vol. 54, No. 5, pp. 775-810.

K.N. Llewellyn (2012). The Bramble Bush: On Our Law and Its Study. New Orleans LA: Quid Pro Books.

Trischa Mann is the General Editor of the Australian Law Dictionary.

 

Bogans are not what they used to be, according to the latest dictionary update

If you thought you knew the definition of a bogan, think again.

Language is a continuously changing landscape, in which new words appear, others fade out of general usage and some evolve and take on different meanings.

Bogan is one of the evolving terms that attracted the attention of the team at the Australian National Dictionary Centre, which is responsible for editing the 6th edition of the Australian Concise Oxford Dictionary (ACOD), released this week.

They provided the list below of terms that have evolved since they appeared in the 5th edition of the ACOD.

Bogan

Bogan is one of the words which have changed since the previous edition of the ACOD was released. Bogan first appeared in the 1980s and was originally defined as, ‘a person who is regarded as being uncultured and unsophisticated, esp. such a person from a low socio-economic or poorly educated background.’

However, in the 2017 edition, gone is the reference to socio-economic status, with two (potentially insulting) definitions in its place.

The new definition reads, ‘an uncultured and unsophisticated person; a boorish and uncouth person.’

Rather than confining bogans to a certain socio-economic group, now any of us can be a bogan. The emergence of the term CUB ‘cashed-up bogan’ this century was an early indicator of this shift.

Generation X

The definition of Generation X has also changed over the years. Originally referring to, ‘young adults who were born in the mid 1960s to mid 1970s, typically perceived to be disaffected and directionless’, members of Generation X are no longer considered to be young or typically disaffected or directionless.

The  new definition of Generation X is, ‘the generation born after that of the baby boomers (roughly from the early 1960s to mid 1970s)’.

Internet

It is not surprising that technology has changed the words we use, and even the term ‘Internet’ itself has evolved. While previously defined as, ‘an international information network linking computers, accessible to the public via modem links etc’, it is now, ‘a global computer network providing a variety of information and communication facilities, consisting of interconnected networks using standardised communication protocols’.

journalist

Just as technology has introduced new words, so has it changed others. A journalist was formerly described as, ‘a person who writes for newspapers or magazines or prepares news to be broadcast on radio and television’, with the proliferation of internet news sites it has become, ‘a person who writes for newspapers, magazines, or news websites or prepares news to be broadcast’.

Mr Right

Changing social attitudes (and in some countries legislative changes) mean that women are not the only ones looking for the ideal future husband or boyfriend. As a result, the definition of Mr Right has changed from, ‘a single woman’s ideal partner or husband’, to ‘the ideal future husband or boyfriend’.

For more on changes to the Australian Concise Oxford Dictionary, see What do selfie stick, paleo diet and whatevs have in common?

What do selfie stick, paleo diet and whatevs have in common?

Oxford University Press Australia & New Zealand today launched the sixth edition of its renowned Australian Concise Oxford Dictionary, which includes more than 2000 new entries and over 3000 updates to existing words.

Edited by Mark Gwynn and Amanda Laugesen from the Australian National Dictionary Centre (ANDC) at The Australian National University, the sixth edition sees new words across technology, food, finance and economics, as well as social buzz words included in the dictionary.

Australia’s growing food culture and multicultural influences have resulted in new words emerging in the Australian lexicon, including achacha (the edible fruit of a South American tree with a large flesh-covered seed), kibbeh (in Middle Eastern cooking, a mixture of minced meat, bulgur or rice, and seasonings, typically served in the form of croquettes stuffed with a filling), and yuzu (a round, yellowish citrus fruit with fragrant, acidic juice, used chiefly as a flavouring). The influx of diet trends has resulted in words such as paleo diet, 5:2 diet, and meatatarian being added to the dictionary.

Reflecting changes in the economic landscape, finance and economics words such as debt ceiling, fiscal cliff, and onshoring have been incorporated into the latest edition.

The continual development of technology and social platforms has resulted in dark web, hacktivist, insta, photobomb, selfie stick, and zettabyte becoming common words in Australian English.

Fat shaming, First World problem, sandwich generation, and whatevs are also among the 2000-plus new entries.

Editor of the Australian Concise Oxford Dictionary and ANDC Director, Dr Amanda Laugesen, says, ‘The Australian Concise Oxford Dictionary not only offers up-to-date information on the English language as it is spoken in Australia, but also demonstrates the way the language is constantly evolving, reflecting social, political, and cultural change.’

The sixth edition of the Australian Concise Oxford Dictionary provides guidance to usage and spelling of words, reflecting the most up-to-date research on the English language.

OUP ANZ Managing Director Peter van Noorden is thrilled to be launching the sixth edition of the dictionary.

“Every year, I’m intrigued by the new entries that make it into the Australian Concise Oxford Dictionary, which draws on the expertise of the Australian National Dictionary Centre and Oxford Dictionaries,” Mr van Noorden said.

“The English language continues to evolve due to influences and products that change the way we think or act. From technology to multiculturalism, to our changing global political landscape, new words are formed and become common in our everyday language.”

“We’re excited to cement these words in our dictionary, which continues to be a trusted and essential guide to Australian English.”

As part of Dictionary Day, Mr van Noorden encouraged the Australian public to get involved by submitting any words or terms that are new or used in unusual ways to Word Box. Words that are submitted may be included in future editions of the dictionary, or even become the Australian Word of the Year. Entries can be submitted all year round via the Word Box.

The Australian Concise Oxford Dictionary will be available to purchase from 26 October at a recommended retail price of $44.95 (hardback) and $39.35 (paperback).  For more information, visit the Australian National Dictionary website.

 

Child voice and participation in decision-making relating to research, policy and practice

By Rebekah Grace

In the late 1990s I was working on my PhD research, which focused on the experiences of children and adolescents with Tourette’s syndrome. I came to know an insightful young man—let’s call him Jared—who drew a picture to describe what it’s like to be a nine-year-old boy who has a lot of adults interested in his life. That picture appears below.

Child voice

Figure 1: “Hey, get your hand out of my back”

Jared depicted himself as a ventriloquist dummy, and described parents, teachers, therapists, paediatricians and researchers as the adults who would come into his life and determine what he should say. He described feeling controlled by their expectations of him, and aware that they would not listen unless he said what they wanted to hear.

This study was conducted during a time of rapid growth in research on child voice and participation in response to the 1989 United Nations Convention on the Rights of the Child, and the rising influence of James and Prout’s ‘new sociology of childhood’. Research in the years that have followed have demonstrated that children of all ages can be competent conveyors of their own experiences when asked questions in an appropriate, respectful and developmentally appropriate way. Perhaps Jared’s experience would be different if he were nine years old today and, in line with the UN convention, the sharing of his thoughts and experiences would be encouraged and valued by the professionals and others in his life … perhaps.

Talking to children and young people about their lives

Over the last twenty years, we have seen a growing body of high quality Australian research that captures the perspectives of children and young people: from research on children’s experiences of early childhood school transition to research within the child protection field; from understanding the perspectives of young people who are homeless to research in public health; from research with young people with disabilities to research with children who are new arrivals to Australia. The landscape of Australian child voice research is broad and leading the way in acknowledging that children and young people are important stakeholders in the service systems that are intended to support them.

Listening and responding

Certainly, the intent to listen and respond to the child’s voice is present across the Australian government and many service organisations, as evidenced by the consultation structures in place and some key national policy initiatives. For example, the National Framework for Protecting Australia’s Children 2009-2020 and the Early Years Learning Framework both recognise the importance of children’s participation. Direct consultation with children has also been identified as a priority by the National Children’s Commissioner in addressing children’s human rights. Most Australian states and territories have government-funded youth peak advocacy bodies. Many non-government organisations have youth advisory groups, and there are a small number of organisations whose main purpose is to support the voice and advocacy of children and young people, such as CREATE (the national association of children and young people in care) and CanTeen (the national association for young people living with cancer).

Nonetheless, moving from research and policy to practice is not easy, and the extent to which young people are listened to and involved in decision-making processes very often depends on the receptiveness and approach of the adults encountered in different service contexts.  There are examples of practitioners and educators who do seek the perspectives of children and young people, engage them in decision-making and who use child reflections to inform their practice. For example, an Aboriginal-led organisation called Winangay has developed ‘Kids Say’ cards used by some child protection workers to engage with Aboriginal children in out-of-home care and facilitate their active involvement in decisions about their lives and about the maintenance of their cultural identity and kinship networks.

However, research evidence suggests that many service providers remain unconvinced that children have the capacity to express a well-reasoned view and are at risk of being easily manipulated. Some argue that consultation requires resources their organisation does not have, or they are concerned that they do not have the skills required to engage children well. Some worry that prioritising child voice might compromise child safety (or other outcomes) or might undermine their own professional authority. Listening to child voice should not be confused with abandoning professional knowledge and experience. It is, however, about being willing to share the expertise and give value to the insight that can only come from the children who are living with the challenges you are seeking to resolve.

Opening the way for impact

The great challenge moving forward is one of application—how do we effectively take all that we have learned from research and all that is stated in policy so that it has real impact at the level of practice? The truth is, for children with complex support needs, our current systems and approaches are not making enough of a difference. An impactful service response requires significant and serious engagement with the most overlooked stakeholders—the children and young people—who will carry the consequences of the decisions that are made about the services and supports available to them.

Communities
Rebekah is one of the authors of Children, Families and Communities. She is Senior Researcher, and Macquarie University Vice Chancellor’s Innovation Fellow, in the Institute of Early Childhood at Macquarie University.

 

 

 

Further Reading

Bell, J. et al. (2008). Rewriting the rules for youth participation.  Report to the National Youth Affairs Research Scheme.

Bessell, S. & Mason, J. (2014). ‘Putting the Pieces Together: Children, Communities and Social Capital in Australia. Australian National University. Accessed from http://www.benevolent.org.au/~/media/D9452F11D8F914D171C00EBE142957CA.ashx

Grace, R., Walsh, R. & Baird, K. (2016). Connection, special objects and congruence. Early Child Development & Care.  DOI: 10.1080/03004430.2016.1251915

James, A., & Prout, A. (2015). Constructing and reconstructing childhood. London: Routledge.

Moore, T. et al. (2008). Too Important to Ignore: Children’s Views on Homelessness. Parity, 21(8), 20.

Fattore, T. et al. (2009). When Children are asked about their well-being: Towards a framework for guiding policy. Child Indicators Research, 2(1) 57-77.