This study explores how children’s rights are enacted in preschool teaching practices during an action research project, through the entanglements of practitioners, children, digital technologies and pedagogical context. The theoretical framework emanates from sociomaterial perspectives, and the empirical material consists of group discussions from action research sessions spanning over nine months. The main results reveal three strands in the practitioners’ practice development concerning Intentions, Materialities and Competencies. Over time, the practitioners’ reflections move from focusing on how to handle digital technologies as tools in separate activities to focusing on co-created projects in which digital technologies are integrated, and where children’s rights permeate both approaches and methods. In conclusion, digital technologies can become actors in the enactment of children’s rights as they, through conscious integration in co-created activities, can function as a way to enact children’s rights and support children’s active participation in contemporary society.
Tunberg et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: