It therefore seems fitting that Germany is one of the first countries to introduce democratic kindergartens, allowing children a vote on their daily lives.
The first democratic nursery in Germany, Dolli Einstein Haus, was opened this year, and there are now eight across Schleswig-Holstein, the country's northernmost state. They give children a vote on a variety of issues, from how much to eat to who changes their nappies. This is part of a mission to test how far decision-making processes can be devolved to the under-sixes.
POLICY AND REGULATION
Over the past decade, Germany has been committed to the development and improvement of its childcare and education. In 2013, the German government introduced a law guaranteeing every child older than 12 months a place at a daycare facility.
The idea of democratic nurseries was conceived by a group of Schleswig-Holstein educators in 2001. The project only gained momentum in 2007 when German Chancellor Angela Merkel's cabinet voted to triple the number of daycare places for children, an attempt to develop more family-friendly policies in a response to Germany having one of Europe's lowest birth rates.
SOCIETY AND CULTURE
Incorporating democracy into the daily lives of children at the nursery has developed due to the increase in the number of German households where both parents work full-time, which puts pressure on pre-school settings to take a more active role in educating young people. Many children are dropped off at nursery at 8am, and picked up at 4pm on weekdays.
The setting's charter lists seven basic rights: to decide when to sleep; what and how much to eat; what to play with; where to sit; express their opinion any time; who to cuddle; and who changes their nappies.
Advocates of the approach believe the charter has made the children more active decision makers in their own lives, thereby making them more prepared for their future education.
PRACTICE
The commitment to creating a democratic culture extends to early years educators allowing children to vote on what topping should go on the afternoon cake, and what is on the Friday breakfast menu. By giving children the choice between two toppings, such as chocolate or lemon, they learn about referenda, while the breakfast vote gives them the chance to nominate four meal choices, before voting anonymously to decide.
In both votes, the result is strictly first past the post and binding. This means that the nursery staff have to act out the will of the voters, even if they do not agree with the choice.
Bigger decisions, such as investments in new toys or rule changes in the playground, are made at a monthly council. Pairs of boys and girls are nominated as "passers on", as they communicate the will of the children.
IMPACT
The impact on the children has been shown through subsequent daily interactions. Children have been challenging their parents at home regarding issues such as bedtime, as well as other elements of the nursery's charter.
The adults involved in the children's lives, both at nursery and at home, have had to learn to accept the children's decisions.
The children have learned that their preferences are listened to. At one meeting, the adults had decided to buy a pair of tricycles without asking the children. The children turned to the adults to tell them in no uncertain terms that they did not have the right to buy the tricycles without consulting them first. This gave the staff confirmation that they were doing the right thing.
In January, Dolli Einstein Haus was recognised as the first democratic nursery in Germany, and was certified according to "the children's democracy" concept of the Institute for Participation and Education in Kiel.
IMPLICATIONS FOR THE UK
By Laura Henry, early years consultant
Young children are being given more of a voice within the UK, with school and nursery councils becoming more regular. While what they are doing in Germany is not new, applying the concept in childcare settings makes educators and professionals take notice and reflect on their practice.
What we can learn from the democratic nursery model is that it helps to prepare the children to become, as the government like to say, "school-ready", or what I call skills for life.
Since we want children at GCSE and A-level to be able to argue points in coursework and exams both analytically and democratically, introducing such a child-focused plan at a younger age than usual could have positive effects. This model should help children who are less democratically minded target this problem from a young age, so it does not adversely affect their futures.
It is also important to consider how it can help children become more solution-driven, and potentially tap into future academic success for the children involved.
However, settings need to ensure that staff take professional training and development to ensure that the approach is used in the right way to have a positive impact on children's learning and development.
