In OSHC, “child agency” means recognising children as capable decision‑makers who actively shape their experiences, rather than simply following adult‑led routines. It’s about giving them voice, choice, and ownership in the program and showing this through practical, everyday practices.
What Child Agency Means
- Definition: Child agency is the ability of children to make choices, influence decisions, and take responsibility for aspects of their learning and play.
- In OSHC: It reflects respect for children’s individuality, creativity, and autonomy in a setting that complements school but isn’t just an extension of it.
- Framework Link: Under the National Quality Framework (NQF), agency is tied to children’s rights, well-being, and participation in decision-making.
How to Show Child Agency in Practice
- Choice in Activities: Offer multiple options (art, sport, quiet play) and let children decide where to engage.
- Program Planning: Involve children in brainstorming themes, holiday program ideas, or weekly rotations.
- Leadership Roles: Encourage children to take on responsibilities (setting up games, leading group warm‑ups, helping peers).
- Feedback Loops: Use suggestion boxes, group meetings, or reflection circles to gather children’s input and act on it.
- Flexible Routines: Allow children to transition between activities at their own pace rather than rigid scheduling.
- Peer Collaboration: Support children in co‑designing projects (murals, performances, community puzzles).
Practical Examples for Educators
| Area | Example of Agency | Educator Role |
|---|---|---|
| Art & Craft | Children choose materials and themes for projects | Provide diverse resources, step back from directing |
| Outdoor Play | Children invent new games or adapt rules | Observe, ensure safety, encourage creativity |
| Snack Time | Children help plan menus or prep food | Facilitate safe participation, respect preferences |
| Program Design | Children vote on weekly themes | Document choices, integrate into planning |
| Problem Solving | Children mediate peer conflicts | Coach respectful dialogue, avoid taking over |
How Children Show Agency
- Making Choices: Selecting which activity to join, or choosing materials and tools in art projects.
- Initiating Play: Starting a game, inviting peers, or inventing new rules.
- Problem-Solving: Negotiating conflicts, adapting activities, or finding creative solutions without adult intervention.
- Expressing Opinions: Sharing feedback about routines, suggesting new activities, or voicing preferences.
- Taking Responsibility: Setting up or packing away equipment, caring for shared resources, or leading group tasks.
- Collaborating: Co‑designing projects, deciding roles in performances, or working together on murals or puzzles.
- Risk-Taking: Trying new skills, experimenting with materials, or testing boundaries in safe ways.
- Self-Regulation: Managing transitions, deciding when to rest or engage, and balancing their own needs with group expectations.
Practical Examples
- A child decides to paint a dragon instead of following a set craft template—that’s agency.
- During outdoor play, children invent a new ball game with their own rules—agency in action.
- A group votes on the theme for Friday’s activity (e.g., space, animals, superheroes)—their voice shapes the program.
- A child chooses to sit quietly and draw while others play soccer—their choice is respected.
- Children suggest snack ideas and help prepare them—ownership of routines.
Educator Guide: Supporting Agency
- Offer genuine choices (not token options).
- Listen and act on children’s suggestions.
- Document their voice in planning notes or displays.
- Step back when children lead, but stay present for safety.
- Celebrate contributions so children see their impact.
Educator Guide: Embedding Agency
- Listen Actively: Treat children’s ideas as valid contributions.
- Document Voice: Record children’s input in planning notes, displays, or portfolios.
- Balance Safety & Freedom: Provide boundaries but allow risk‑taking in play.
- Reflect Together: After activities, ask “What worked? What should we change?”
- Celebrate Ownership: Display children’s work prominently and acknowledge their leadership.
Key Considerations
- Risk: Too much adult control undermines agency; too little guidance risks safety.
- Equity: Ensure quieter or younger children also have opportunities to contribute.
- Compliance: Align practices with ACECQA’s Quality Area 1 (Educational Program and Practice) and Quality Area 5 (Relationships with Children).
Children show agency in OSHC when they demonstrate voice, choice, and ownership in ways that influence their daily experiences. It’s not always loud or formal; it can be subtle, everyday actions that signal they’re directing their own learning and play.
Further Reading
Children's Agency
Supporting Children's Sense of Agency
Child-Centered Learning
References:
Australian Primary Principals Association
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