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Olivia Swedberg Yinger, Martina Vasil & Alaina Sheridan. (2023) Centring perspectives of disabled children in music education research. Music Education Research 25:4, pages 406-417.
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Eija Sevón, Marleena Mustola, Anna Siippainen & Janniina Vlasov. (2023) Participatory research methods with young children: a systematic literature review. Educational Review 0:0, pages 1-19.
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Cara Shaw, Francesca Bernardi & Farnaz Nickpour. (2022) Child-centred framing through design research: a framework for analysing children’s ‘dream wheelchair’ designs to elicit meaning and elevate their voice. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-13.
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Joana de Sousa. (2022) The plural uses of pedagogical documentation in Pedagogy-in-Participation. European Early Childhood Education Research Journal 30:2, pages 184-199.
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Patricia A. Shaw. (2021) Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education. International Journal of Research & Method in Education 44:4, pages 337-351.
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Louise Chapman. (2020) What are teenagers reading? An exploration into the reading lives of a class of year 9 pupils. English in Education 54:2, pages 146-160.
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Natasha Goodhall & Cathy Atkinson. (2019) How do children distinguish between ‘play’ and ‘work’? Conclusions from the literature. Early Child Development and Care 189:10, pages 1695-1708.
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Joana de Sousa, Eleni Loizou & Paulo Fochi. (2019) Participatory pedagogies: Instituting children’s rights in day to day pedagogic development. European Early Childhood Education Research Journal 27:3, pages 299-304.
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Clara Rübner Jørgensen, Annalise Weckesser, Jerome Turner & Alex Wade. (2019) Young people’s views on sexting education and support needs: findings and recommendations from a UK-based study. Sex Education 19:1, pages 25-40.
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Fiona Mayne, Christine Howitt & Léonie J. Rennie. (2018) A hierarchical model of children’s research participation rights based on information, understanding, voice, and influence. European Early Childhood Education Research Journal 26:5, pages 644-656.
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Rebekah Grace, Rosalind Walsh & Kelly Baird. (2018) Connection, special objects and congruence: the perspectives of young children from disadvantaged communities on participation in early childhood education settings. Early Child Development and Care 188:8, pages 1176-1189.
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Jennifer Fane, Colin MacDougall, Jessie Jovanovic, Gerry Redmond & Lisa Gibbs. (2018) Exploring the use of emoji as a visual research method for eliciting young children’s voices in childhood research. Early Child Development and Care 188:3, pages 359-374.
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Deirdre Horgan, Catherine Forde, Shirley Martin & Aisling Parkes. (2017) Children’s participation: moving from the performative to the social. Children's Geographies 15:3, pages 274-288.
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Elena Jenkin, Erin Wilson, Matthew Clarke, Robert Campain & Kevin Murfitt. (2017) Listening to the voices of children: understanding the human rights priorities of children with disability in Vanuatu and Papua New Guinea. Disability & Society 32:3, pages 358-380.
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Fiona Mayne, Christine Howitt & Léonie J. Rennie. (2017) Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children. International Journal of Inclusive Education 21:3, pages 299-315.
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Colette Gray. (2017) Crossing cultural barriers: children’s views on the recuperative holiday experience. European Early Childhood Education Research Journal 25:2, pages 321-339.
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Fiona Mayne, Christine Howitt & Léonie Rennie. (2016) Meaningful informed consent with young children: looking forward through an interactive narrative approach. Early Child Development and Care 186:5, pages 673-687.
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Colette Gray & Anna Ryan. (2016) Aistear vis-à-vis the Primary Curriculum: the experiences of early years teachers in Ireland. International Journal of Early Years Education 24:2, pages 188-205.
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Caroline Bradbury-Jones & Julie Taylor. (2015) Engaging with children as co-researchers: challenges,counter-challenges and solutions. International Journal of Social Research Methodology 18:2, pages 161-173.
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Ioanna Palaiologou. (2014) ‘Do we hear what children want to say?’ Ethical praxis when choosing research tools with children under five. Early Child Development and Care 184:5, pages 689-705.
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Jan Georgeson, Jill Porter, Harry Daniels & Anthony Feiler. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal 22:2, pages 198-212.
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ItaL. McGettigan & Colette Gray. (2012) Perspectives on school readiness in rural Ireland: the experiences of parents and children. International Journal of Early Years Education 20:1, pages 15-29.
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Articles from other publishers (31)
Christina Strandholdt Andersen, Ole Petter Askheim & Anne-Stine Dolva. (2023) “We surely are researchers now!” Participatory methods as an empowering process with disabled children in research. Childhood 30:4, pages 415-433.
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Laurie Matthew & Ian Barron. (2023) Young Child Sexual Abuse Survivors Experience as Participative Action Researchers (PAR). Journal of Family Violence.
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Donna Koller & Ellie Murphy. (2022) Dolls as a Rights-Affirming Early Childhood Research Method. The International Journal of Children’s Rights 30:4, pages 922-956.
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