Eckhoff Participatory Research with Young Children

1. Auflage 2019
ISBN: 978-3-030-19365-2
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 17, 207 Seiten

Reihe: Educating the Young Child

This book presents a guiding framework for designing and supporting participatory research with young children. The volume shares detailed approaches to research designs that support collaborative work with young children and teachers in a wide range of early learning environments. It presents conceptual and ethical considerations for participatory work, and explores children's agency through engagement in participatory practices. It examines challenges to accepted practices and understandings of young children, and discusses the analysis and dissemination of participatory work with children. In doing so, the book informs readers about the conceptual understandings and methodological approaches that can be used to support participatory research investigations where the young child is viewed as knowledgeable and capable of sharing unique opinions, interpretations, and understandings of her experiences as embedded within social, cultural, and political worlds. The book sets the stage for early childhood researchers and educators to develop new understandings grounded in post-developmental, critical, and social constructivist theories while exploring supportive methodological approaches.    

Autoren/Hrsg.

Eckhoff, Angela

Inhaltsverzeichnis

1;Preface;6
1.1;Structure of the Text;7
1.1.1;Part I: Conceptual and Ethical Considerations for Participatory Work;8
1.1.2;Part II: Exploring Children’s Agency Through Engagement in Participatory Research Practices;9
1.1.3;Part III: Participatory Research and Challenges to Accepted Practices and Understandings of Young Children;10
1.1.4;Part IV: Analysis and Dissemination of Participatory Work with Children;10
1.2;Concluding Thoughts;11
1.3;Reference;11
2;Contents;12
3;Part I: Conceptual and Ethical Considerations for Participatory Work;14
3.1;Chapter 1: Participation Takes Many Forms: Exploring the Frameworks Surrounding Children’s Engagement in Participatory Research;15
3.1.1;The Roots of Participatory Work;15
3.1.2;Frameworks Supporting Understandings of Children’s Participatory Engagement;17
3.1.3;Understanding Children’s Experience of Place: Out-of-School Learning;19
3.1.3.1;Research Perspectives;20
3.1.3.2;Methods of Data Collection;21
3.1.3.3;Participants;21
3.1.3.4;Methods of Data Analysis;23
3.1.3.5;Findings Overview;24
3.1.4;Problematizing Children’s Participation;29
3.1.5;References;29
3.2;Chapter 2: Ethical Considerations in Participatory Research with Young Children;32
3.2.1;Introduction;32
3.2.2;Background to the Ethical Research Involving Children Project;33
3.2.3;Understanding Ethics in Research with Children;34
3.2.4;A Framework of Three Rs – Rights, Relationships and Reflexivity;35
3.2.5;Background to the Nature-Based Play Study;36
3.2.6;Ethical Research Design;37
3.2.6.1;In the Nature-Based Play Study;38
3.2.7;Ethical Recruitment and Informed Consent;40
3.2.7.1;In the Nature-Based Play Study;41
3.2.8;Ethical Research Practice in the Field;42
3.2.8.1;In the Nature-Based Play Study;42
3.2.9;Data Analysis and Dissemination;43
3.2.9.1;In the Nature-Based Play Study;45
3.2.10;Conclusion;46
3.2.11;References;47
3.3;Chapter 3: “You Have to Sign Here:” A Hermeneutic Reading of Young Children’s Politeness Play;50
3.3.1;Introduction;50
3.3.1.1;The Visit;51
3.3.2;The Institutional Review Board;52
3.3.2.1;Participatory Research;53
3.3.3;Hermeneutics in Research;54
3.3.4;Research Design;56
3.3.4.1;Approaching Dixon’s IRB Play Hermeneutically;59
3.3.5;Participatory Aspects of Assent and Consent;61
3.3.6;References;62
4;Part II: Exploring Children’s Agency Through Engagement in Participatory Research Practices;63
4.1;Chapter 4: Participatory Research Interviewing Practices with Children;64
4.1.1;Introduction;64
4.1.2;Theoretical Beliefs;65
4.1.3;Ethical Values;67
4.1.4;Research Practices;69
4.1.4.1;Strategically Create a Safe, Interactive Interview Environment;69
4.1.4.2;Negotiate Power Respectfully;73
4.1.4.3;Two Specific Methods of Data Generation;74
4.1.4.4;Walk-Around;76
4.1.5;Conclusion;78
4.1.6;References;79
4.2;Chapter 5: When Students Generate Questions: Participatory-Based Reading Instruction in Elementary Classrooms;81
4.2.1;Introduction;81
4.2.2;Shifting Question Generation to Students: Participatory Research;82
4.2.3;Understanding the Research Base of Student-Generated Questions;83
4.2.3.1;Asking Questions Motivate Students;83
4.2.3.2;Asking Questions Promotes Academic Achievement;84
4.2.3.3;Asking Questions Promotes Comprehension;84
4.2.4;When Kindergartners Ask Questions;85
4.2.5;When First Graders Ask Questions;86
4.2.6;When Second Graders Ask Questions;89
4.2.7;When Third Graders Generate Questions;92
4.2.8;Concluding Thoughts;94
4.2.9;References;94
4.3;Chapter 6: “My Mom Said You Can’t Use My Face, But My Voice Is Alright”: Children As Active Agents in Research Utilizing Video Data;96
4.3.1;Introduction;96
4.3.1.1;Context;97
4.3.1.1.1;Negotiating Power;98
4.3.1.2;Video Data in Literacy Research;99
4.3.1.2.1;Methods and Data Analysis;100
4.3.1.3;Camera Ownership;101
4.3.1.4;Selective Positioning;103
4.3.1.5;Camera Avoidance;105
4.3.1.6;Discussion;106
4.3.2;Conclusion: Participatory Research, Video Data and Literacy Learning;108
4.3.3;References;109
4.4;Chapter 7: “My Treasure Box”: Pedagogical Documentation, Digital Portfolios and Children’s Agency in Finnish Early Years Education;111
4.4.1;Introduction;111
4.4.2;Digital Portfolios as a Means of Pedagogical Documentation;112
4.4.3;Sociocultural Theorising on Children’s Agency;114
4.4.4;Description of Research Study;115
4.4.4.1;Ethical Considerations;115
4.4.5;Methods;116
4.4.6;Results;117
4.4.6.1;The Nature of the Digital Portfolios in and Across the ECE Groups and Children;117
4.4.6.2;Adult’s Agency and Child’s Agency;122
4.4.6.3;Digital Archiving and Narration;122
4.4.6.4;Documentation and Reflection;123
4.4.7;Discussion;125
4.4.8;References;127
5;Part III: Participatory Research and Challenges to Accepted Practices and Understandings of Young Children;130
5.1;Chapter 8: Participatory Research with Young Children from Special Populations: Issues and Recommendations;131
5.1.1;Conducting Participatory Research: Introduction;131
5.1.2;Participatory Research with Special Populations;132
5.1.3;Issues and Recommendations When Conducting Participatory Research with Special Population of Children;133
5.1.4;Conducting Data Collection and Analysis: Ensuring the Centrality of Learning, Through Equity and Authenticity;139
5.1.5;Conclusion: Quality Assurance in Participatory Research with Special Populations;145
5.1.6;References;146
5.2;Chapter 9: Counternarratives from the Margins: School Stories in Children’s Voices;149
5.2.1;Academic Stories: Three Numbers and Calibrated Children;149
5.2.2;Why Counterstorytelling?: A Telling and Re-telling of Our Stories;150
5.2.3;Academic Stories: Children’s Words and Estranged Labor;152
5.2.3.1;Countering Deficit Academic Storytelling, Children’s Perspectives on the Work of School;153
5.2.3.2;Poisonous Pedagogy and Estranged Labor;154
5.2.4;Academic Stories: Elasia and the Island;155
5.2.5;Counterstories as Catalyst for Curricula (Not the Commodified Kind);160
5.2.6;References;163
6;Part IV: Analysis and Dissemination of Participatory Work with Children;165
6.1;Chapter 10: Supporting Children’s Engagement in Active Dissemination Practices;166
6.1.1;Introduction;166
6.1.2;Active Forms of Dissemination in Early Care and Education Settings;167
6.1.2.1;Local Displays of Children’s Work;167
6.1.2.2;Presentations Involving Children;168
6.1.2.3;Developing or Redefining Policy/Practice Guidelines for the Research Setting;169
6.1.3;Steps Towards Participatory Dissemination: A View into a Trip to the Natural History Museum Through Photovoice;169
6.1.3.1;Data Analysis;171
6.1.3.2;Overview of Project Findings;172
6.1.4;Concluding Thoughts;177
6.1.5;References;178
6.2;Chapter 11: Learning to Become Researchers: Towards Participation?;179
6.2.1;Introduction;179
6.2.1.1;Types of Research;180
6.2.2;Child Research;180
6.2.2.1;‘Child Research’ and Its Benefits;181
6.2.2.2;Different Child Researcher Roles;182
6.2.3;Description of the Study;183
6.2.3.1;The Participant Child Researchers;184
6.2.3.2;The Research Schedule;184
6.2.3.3;The Role/Status of the Adult Researcher/Facilitator;186
6.2.3.4;Approach to Analysis;186
6.2.4;Analysis and Findings: The Main Themes;187
6.2.4.1;Early, Rudimentary Understandings of the Concept of Research;187
6.2.4.2;Newly Acquired Technical Skills;188
6.2.4.3;First Experience with Data from ‘Real’ People;189
6.2.4.4;Working with Technology;190
6.2.5;Discussion: First Time Researchers;190
6.2.6;Conclusion;192
6.2.7;References;193
6.3;Chapter 12: Then and Now: Reflections on Arts-Based Participatory Research with Young Children;196
6.3.1;Introduction;196
6.3.2;Then: Mapping My Journey to Participatory Arts-Based Research with Young Children;197
6.3.3;Then. Framing Teaching Through Research with Children;198
6.3.4;Then: Research Relationships Between Young Children’s Art as Artifact or as Social Process;198
6.3.5;Now: What Is Participatory Arts-Based Research with Young Children and Why Is It Important?;199
6.3.6;Now. How Can We Design Participatory Arts-Based Research Projects with Young Children?;200
6.3.6.1;Amigos en el Jardin: Friends in the Garden;203
6.3.7;Now: What Are the Ethical Concerns we Collectively Face in Creating Participatory Arts-Based Research Projects with Vulnerable Populations of Young Children?;204
6.3.8;References;205
7;Index;206