Productive parallels between young children's voice and practitioner voice

This chapter uses eight inter-related factors of voice for children from birth to seven years (definition, power, inclusion, listening, time and space, approaches, processes and purposes) as a scaffold for thinking about practitioner voice. It argues that for children to have a voice then adults around them also need to have one, and without parallel consideration the former is likely to stall. By considering each of these factors in turn from the lens of the practitioner, their practice and their professional learning, I exemplify the complex relationship and make recommendations for a productive voice culture to be developed.