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European Early Childhood Education Research Journal Volume 25, 2017 - Issue 2: Perspectives from Young Children on the Margins
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Original Articles

‘Seen but not heard’. Practitioners work with poverty and the organising out of disadvantaged children’s voices and participation in the early years

Donald SimpsonSchool of Social Sciences and Law, Teesside University, Middlesbrough, UKCorrespondence[email protected]
,
Sandra LoughranSchool of Education, Indiana University Southeast, Louisville, USA
,
Eunice LumsdenFaculty of Education and Humanities, University of Northampton, Northampton, UK
,
Philip MazzoccoPsychology Faculty, The Ohio State University, Ohio, USA
,
Rory McDowall ClarkInstitute of Education, Formerly University of Worcester, Worcester, UK
&
Christian WinterbottomCollege of Education and Human Services, University of North Florida, Jacksonville, USA
Pages 177-188 | Published online: 15 Feb 2017

Citations (14)

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Read on this site (4)

Sally Neaum. (2022) Children’s ways-of-knowing. Learning through intent participation in the early years. Early Years 42:3, pages 343-356.
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Martina Street. (2022) Eliciting young children’s ‘voice’ in low-income areas in England: recognising their mutuality of being. European Early Childhood Education Research Journal 30:1, pages 96-107.
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Marianne Fenech & Jennifer Skattebol. (2021) Supporting the inclusion of low-income families in early childhood education: an exploration of approaches through a social justice lens. International Journal of Inclusive Education 25:9, pages 1042-1060.
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Caralyn Blaisdell. (2019) Participatory work with young children: the trouble and transformation of age-based hierarchies. Children's Geographies 17:3, pages 278-290.
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Articles from other publishers (10)

Donald Simpson, Philip Mazzocco, Sandra Loughran, Eunice Lumsden, Sandra Lyndon & Christian Winterbottom. (2023) ‘New normal’ or continued ‘social distancing’? Preschool practitioners’ responses to poverty across post-lockdown England and the USA. Journal of Early Childhood Research 21:4, pages 454-468.
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Jennifer Skattebol, Elizabeth Adamson & Megan Blaxland. (2023) Serving families who face economic and related adversities: the ‘5 As’ of effective ECEC service delivery. Frontiers in Education 8.
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Pauline Samia, Katherine Oyieke, Barnabas Kigen & Susan Wamithi. (2022) Education for children and adolescents living with disabilities in sub–Saharan Africa—The gaps and opportunities. Frontiers in Public Health 10.
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Martina Street. (2021) Society's readiness: How relational approaches to well‐being could support young children's educational achievement in high‐poverty contexts. Children & Society 35:5, pages 736-751.
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Andrea Nolan. (2020) Addressing inequality: Educators responding to the contexts of young children’s lives?. Children & Society 35:4, pages 519-533.
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Carla Solvason, Rebecca Webb & Samantha Sutton‐Tsang. (2020) ‘What is left…?’: The implications of losing Maintained Nursery Schools for vulnerable children and families in England. Children & Society 35:1, pages 75-89.
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Sally Neaum. (2018) Engaging with literacy provision in the early years: Language use and emergent literacy in child-initiated play. Journal of Early Childhood Literacy 20:4, pages 680-705.
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Charmaine J.M. Lee & Esther C.L. Goh. (2020) Using vignettes as a ‘safe space’ for low-income children to discuss sensitive topics in social work assessment. Children and Youth Services Review 111, pages 104882.
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Elena Jenkin, Erin Wilson, Robert Campain & Matthew Clarke. (2019) The Principles and Ethics of Including Children with Disability in Child Research. Children & Society 34:1, pages 1-16.
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Andrea Nolan & Stephen Lamb. (2018) Exploring the social justice work of early childhood educators. Policy Futures in Education 17:5, pages 618-633.
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