Making children's right to participate visible and children's voices distinct in the acoustic of early childhood education

The competencies associated with early chiidhood teacher education for inclusion identi tied in the Leadership for INCIusion in the Early Years (LINC) competency framework focus on embracing best practice around valuing and welcoming all children to child centred stimulating environments, where positive interactions are prioritised and sup ported (LINC 2016-2020). Central to creating inclusive environments is the value that is placed on cultivating an atmosphere where children know that their voices are valued, listened and responded to, and can make a difference. Article 12 of the United Nations (UN) Convention on the Rights of the Child (UNCRC) explicitly states that children have the right to have their opinions taken into account and their views respected in relation to decision making that affects them, while in Ireland, children's right to have their voices heard and allocated due weight is further acknowledged in the Constitution (Ireland 1937; 2012; UN 1989). In this chapter, research concerning the value of creating early childhood environments where children's right to participate is visible and where children's voices are embedded in the acoustic and fabric of the setting is explored, and strategies provided to support early childhood teachers in meaningfully harnessing all children's voices in early learning and care (ELC), primary and special school settings.