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Democracy begins in the early years
Fiona Alston
Oct 30, 2025
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After pausing to reflect on Children's Week this week, and reading the article by Karen Hope on The Sector, I am reminded of the power and influence young children have on our world.
Building on Karen’s idea around knowledge being co-created, it led me to think about democracy in children’s lives, what this is, the benefits to learning, what this looks like in practice, and the significant impact this has on a child’s lived experience. Children’s learning is not without the rich enveloping of an educator/teacher.The sphere of learning and growth
Educators provide environments for children to thrive - to hold their power, to know their value, to share and make suggestions, actively participate and contribute, to prioritise the right to be who they are, and to experience quality interactions and relationships that positively influence their sphere of learning and growth.
It is these opportunities and environments that set educators and services apart. Children are viewed through an empowered and rights-based lens, placing value on democracy and ensuring that this philosophy and vision is at the forefront of everything they do.
Children as independent and individual agentic learners
Democracy, or as we refer to this at Gowrie NSW as a Pedagogy of Democracy in all its forms, is not just about children being independent and individual agentic learners. As educators and teachers, we are very much a part of the learning process with and alongside children.
Educators who enact the role of interpreter, researcher and critical thinker can be found listening, observing, collaborating, guiding and learning alongside children within their learning spaces. Is this not a collaborative and collective approach to young children’s education and growth?
From agency to co-agency: rethinking the child's role in democracy
When considering the idea of children’s agency within democracy, which is an integral part of a pedagogy of democratic practice, I encourage you to reflect deeply here. We talk about co-constructing learning in the nationally approved frameworks, so why are we just referring to agency as being singular? We also talk about collaboration and multi-modal play, which all require this idea of the collective in some shape or form. So why does the idea of agency not follow the same thinking? I am inclined to rephrase this to say co-agency because of the rich partnerships and relationships democracy thrives within.
Here is the co-agency I speak of in practice - because to understand this idea we need to know the relational alignment within practice. We know that children don’t learn in isolation, so why would we continue to refer to the idea of agency over or instead of co-agency? We often highlight the practice of children learning with and from each other and yes don’t get me wrong, this is very true. However, to extend this thought, the reminder here is that the educator is always present and has an important role to play. That role may differ, and how that role is enacted may also depend on the need or situation, yet the educator still remains a pivotal part of this process for the child or group of children. Children’s learning here is co-created, as Karen had suggested. Co-created amongst children and educators alike.
Developing a culture of participation and collaboration
This thinking in turn led me to think even more deeply about agency versus co-agency - the differences and the small change in prefix which allows for so much more connection with our other practices named previously.
Guiding practice that envisions and leads a pedagogy of democracy for both children and educators supports a culture of participation and collaboration. Without this, co-agency doesn’t exist, nor does agency. One cannot exist without the other, and the collaborative nature of our work drives us to consider a more collaborative and participative approach to curriculum planning and design, with a focus on environments and learning spaces for young children of all ages.
Empowered, responsive and relational citizens
We talk about children as being empowered, responsive and relational citizens who bring the idea of ‘funds of knowledge’ with them to every situation and experience they are a part of. Children bring knowledge and knowings everywhere they go. A pedagogy of democracy encompasses children’s funds of knowledge, uses this as a foundation to plan, scaffold and guide learning, upon which new learning and growth is built.
I’d like to leave this reflection with a few key takeaway statements to guide further thinking, future reflection as well as some considered ponderings of mine to keep the conversation going during Children’s Week 2026 and beyond.
- Rights as our focus
- Democracy as our influence
- Relationships as our guide
- Participation as our priority
- What does the idea of agency mean to you as an educator?
- Has this article challenged your thinking and understanding of agency and why? Do you agree or disagree?
- What do the above key takeaway statements mean to you—for yourself as an educator, as well as for the children you educate?
- What is your role as an educator? It may be easier to think about how you identify as an educator here.
- What role does agency play in your identity as an educator?
- What might a pedagogy of democracy look like within your service right now? What might you change to create more of a focus around children’s democracy?
Victoria is a published author with extensive expertise in education and care of young children. She is passionate about supporting educators in their professional learning journeys, advancing Australian early childhood pedagogy, and empowering and advocating for children's voices and their rights as citizens of the world. Her dedication to relational pedagogy sees a focus on reciprocal relationships, communication and empathy at the heart of her interactions.
As the Education Hub Lead at Gowrie NSW, Victoria coordinates, designs, and delivers professional learning for early and middle childhood professionals around the world.
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