Learning, play, and the shifting expectations of childhood: insights from young children in Australian schools

Abstract The experience of childhood is not static. It is subject to changing social, cultural, and economic demands. In 2009, the Australian Government heeded the advice of internationally acclaimed economists and ‘reconceptualised’ childhood as a critical period for investment to secure a stronger economic future. In response, a revised school-based childhood emerged, echoing neoliberal ideology through a national curriculum that heightened focus on the “well-being” and “well-becoming” of young children. Alteration to the expectations of school-based childhood in Australia beckons researchers to examine the undiluted perspectives of young children. Using a qualitative approach, visual-dialogic methodology supported by children’s drawn and embodied expressions were used to capture and understand the views of 17 public school children aged 5 and 6 years old in Western Australia. The children explained their experience of childhood and then their understanding of how children learn. They celebrated play as what children do . Schoolwork was considered important, but for an undetermined future rather than for now . An underlying disconnect between children’s own ‘being’ and ‘becoming’ as they transition to a school-based childhood was revealed, suggesting immediate application of learning to what children do in childhood may augment learner engagement. The study adds to evidence that children’s contributions are relevant to ongoing processes of pedagogical decision-making and policy development in early childhood.