Developing the skills of seven‐ and eight‐year‐old researchers: a whole class approach

Abstract

This article describes a research project undertaken as part of a Master’s degree drawing on the author’s recent professional experience as a primary teacher and headteacher. It explores the possibilities and benefits of supporting the development of social research skills with a class of seven‐and eight‐year‐old (Year 3) children in one English primary school over a period of seven afternoons. Conceptually the work is located within literature on pupil voice while the methodology draws on social constructivist, transformatory and action research approaches. Pupils were introduced to a social research process and supported in undertaking their own group research projects. Data were drawn from lesson evaluations, pupils’ reports and responses about their experience through interviews and questionnaires. The article concludes that it is possible and beneficial for Year 3 pupils to engage in social research and considers some wider ethical and practical issues surrounding such work.

Keywords:

• Primary education
• Student research
• Student voice
• Student participation
• Student consultation
• Student leadership
• Action research with children

Notes

1. Since September 2005 all teachers in England have been legally entitled to lesson preparation time equivalent to 10% of their contact time with children. This means there are now many more adults other than teachers in classrooms taking lessons during a teacher’s PPA time.