Research with children: three challenges for participatory research in early childhood

References

• Alderson , P. 1995 . Listening to children , London : Barnardos .
   Google Scholar
• Bitou , A. and Waller , T. 2011 . “ Researching the rights of children under three years old to participate in the curriculum in early years education and care ” . In In Young children's perspectives: Debating the ethics and dilemmas of educational research with children , Edited by: Harcourt , D. , Perry , B. and Waller , T. Abingdon : RoutledgeFalmer . (forthcoming March 2011)
   Google Scholar
• British Educational Research Association (BERA) . 2004 . Revised ethical guidelines for educational research , Southwell, , Notts : BERA .
   Google Scholar
• Burke , C. 2005 . Play in focus: Children researching their own spaces and places for play . Children, Youth and Environments , 15 ( 1 ) : 27 – 53 . http://www.colorado.edu/journals/cye/
   Google Scholar
• Carr , M. 2001 . Assessment in early childhood settings , London : PCP .
   Google Scholar
• Carr , M. , Jones , C. and Lee , W. 2005 . “ Beyond listening: Can assessment practice play a part? ” . In Beyond listening: Children's perspectives on early childhood services , Edited by: Clark , A. , Kjørholt , A.T. and Moss , P. 129 – 50 . Bristol : Policy Press .
   Google Scholar
• Clark , A. 2004 . “ The Mosaic Approach and research with young children ” . In The reality of research with children and young people , Edited by: Lewis , V. , Kellett , M. , Robinson , C. , Fraser , S. and Ding , S. 145 – 56 . London : Sage Publications .
   Google Scholar
• Clark , A. 2005 . “ Ways of seeing: Using the Mosaic Approach to listen to young children's perspectives ” . In Beyond listening: Children's perspectives on early childhood services , Edited by: Clark , A. , Kjørholt , A.T. and Moss , P. 29 – 50 . Bristol : The Policy Press .
   Google Scholar
• Clark , A. and Moss , P. 2001 . Listening to young children: The Mosaic Approach , London : National Children's Bureau .
   Google Scholar
• Clark , A. and Moss , P. 2005 . Spaces to play: More listening to young children using the Mosaic Approach , London : National Children's Bureau .
   Google Scholar
• Cook , T. and Hess , E. 2007 . What the camera sees and from whose perspectives: Fun methodologies for engaging children in enlightening adults . Childhood , 14 ( 1 ) : 29 – 45 .
   Web of Science ®Google Scholar
• Corsaro , W. 2003 . We're friends, right? Inside kids’ culture , Washington : Joseph Henry Press .
   Google Scholar
• Corsaro , W. 2005 . The sociology of childhood, , 2nd edn. , Thousand Oaks : Pine Forge Press .
   Google Scholar
• Cowie , B. and Carr , M. 2004 . “ The consequences of socio‐cultural assessment ” . In Early childhood education , Edited by: Anning , A. , Cullen , J. and Fleer , M. 95 – 106 . London : Sage .
   Google Scholar
• Dahlberg , G. , Moss , P. and Pence , A. 2007 . Beyond quality in early childhood education and care: Languages of evaluation, , 2nd edn. , London and New York : RoutledgeFalmer .
   Google Scholar
• Department for Education and Skills (DfES) . 2007 . The early years foundation stage. Setting the standards for learning, development and care for children from birth to five , London : DfES .
   Google Scholar
• Ebrahim , H.B. and Muthukrishna , N. 2005 . Research with under fours: Some sense making moves . Journal of Education , 37 : 79 – 102 .
   Google Scholar
• Edwards , D. and Mercer , N. 1987 . Common knowledge: The development of understanding in the classroom , London : Methuen .
   Google Scholar
• Emilson , A. and Folkesson , A.M. 2006 . Children's participation and teacher control . Early Child Development and Care , 176 ( 3–4 ) : 219 – 38 .
   Google Scholar
• Emond , R. 2005 . “ Ethnographic research methods with children and young people ” . In Researching children's experience: Approaches and methods , Edited by: Greene , S. and Hogan , D. 123 – 40 . London : Sage Publications .
   Google Scholar
• Flewitt , R. 2006 . Using video to investigate preschool classroom interaction: Education research assumptions and methodological practices . Visual Communication , 5 ( 1 ) : 25 – 50 .
   Google Scholar
• Gandini , L. and Goldhaber , J. 2001 . “ Two reflections about documentation ” . In Bambini: The Italian approach to infant/toddler care , Edited by: Gandini , L. and Edwards , C.P. 124 – 45 . Columbia University, New York : Teachers College Press .
   Google Scholar
• Gallacher , L.A. and Gallagher , M. Are participatory approaches the way forward in research with children? . Paper presented at the PIER Conference: Learning from Children and Young People. University of Stirling . January 24 .
   Google Scholar
• Gallacher , L.A. and Gallagher , M. 2008 . Methodological immaturity in childhood research?: Thinking through participatory methods . Childhood , 15 ( 4 ) : 499 – 516 .
   Web of Science ®Google Scholar
• Goldman‐Segall , R. 1998 . Points of seeing children's thinking: A digital ethnographer's journey: , Mahwah : Lawrence Erlbaum Associates .
   Google Scholar
• Goouch , K. 2008 . Understanding playful pedagogies, play narratives and play spaces . Early Years , 28 ( 1 ) : 93 – 102 .
   Google Scholar
• James , A. 2007 . “ Ethnography in the study of children and childhood ” . In Handbook of ethnography, , 2nd edn , Edited by: Atkinson , P. , Coffey , A. , Delamont , S. , Lofland , J. and Lofland , L. 246 – 57 . Los Angeles, London, New Delhi, , Singapore : Sage Publications .
   Google Scholar
• Jans , M. 2004 . Children as citizens: Towards a contemporary notion of child participation . Childhood , 11 ( 1 ) : 27 – 44 .
   Web of Science ®Google Scholar
• Jordan , B. 2004 . “ Scaffolding learning and co‐constructing understandings ” . In Early childhood education , Edited by: Anning , A. , Cullen , J. and Fleer , M. 31 – 42 . London : Sage .
   Google Scholar
• Laevers , F. , ed. 1994 . The Leuven involvement scale for young children. Manual and video , Experiential education series, no. 1 Leuven : Centre for Experiential Education .
   Google Scholar
• Lave , J. 1988 . Cognition in practice , Cambridge : Cambridge University Press .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning , Cambridge : Cambridge University Press .
   Google Scholar
• Löfdahl , A. and Hägglund , S. 2007 . Spaces of participation in pre‐school: Arenas for establishing power orders? . Children & Society , 21 : 328 – 38 .
   Google Scholar
• Mandell , N. 1991 . “ The least‐adult role in studying children ” . In Studying the social worlds of children , Edited by: Waksler , F. 38 – 59 . London : Falmer Press .
   Google Scholar
• Mannion , G. 2007 . Going spatial, going relational: Why ‘listening to children’ and children's participation needs reframing . Discourse , 28 ( 3 ) : 405 – 20 .
   Google Scholar
• Mayall , B. 2008 . “ Conversations with children: working with generational issues ” . In Research with children: Perspectives and practices, , 2nd edn , Edited by: Christensen , P. and James , A. 109 – 24 . London : Routledge .
   Google Scholar
• Ministry of Education (MoE) . 1996 . Te Whariki: He Whaariki Matauranga: Early Childhood Curriculum , Wellington : Learning Media .
   Google Scholar
• Moss , P. and Petrie , P. 2002 . From children's services to children's spaces , London and New York : RoutledgeFalmer .
   Google Scholar
• National Children's Bureau (NCB) . 2002 . “ Including children in social research ” . In Highlight no 193 , London : National Children's Bureau .
   Google Scholar
• National Children's Bureau (NCB) . 2003 . Guidelines for research , London : National Children's Bureau . http://www.ncb.org.uk/ourwork/detail.asp?PID=144
   Google Scholar
• Nutbrown , C. and Abbott , L. 2001 . “ Experiencing Reggio Emilia ” . In Experiencing Reggio Emilia: Implications for pre‐school provision , Edited by: Abbott , L. and Nutbrown , C. 1 – 7 . Oxford : Oxford University Press .
   Google Scholar
• Pollard , A. 2004 . “ Towards a sociology of learning in the primary school ” . In Sociology of education , Edited by: Ball , S. 285 – 97 . London : RoutledgeFalmer .
   Google Scholar
• Pramling Samuelsson , I. and Sheridan , S. 2003 . Participation as value and pedagogic approach . Pedagogisk forskning I Sverige , 81 ( 1–2 ) : 70 – 84 .
   Google Scholar
• Rinaldi , C. 2006 . In Dialogue with Reggio Emilia: Listening, researching and learning , London and New York : Routledge, Taylor and Francis Group .
   Google Scholar
• Rinaldi , C. and Moss , P. 2004 . What is Reggio? . Children in Europe , 6 : 2 – 3 .
   Google Scholar
• Rogoff , B. 1990 . Apprenticeship in thinking: Cognitive development in social context , New York : Plenum Press .
   Google Scholar
• Rogoff , B. 2003 . The cultural nature of human development , Oxford : Oxford University Press .
   Google Scholar
• Stephenson , A. 2009 . Horses in the sandpit: Photography, prolonged involvement and ‘stepping back’ as strategies for listening to children's voices . Early Child Development and Care , 179 ( 2 ) : 131 – 41 .
   Google Scholar
• Skanfors , L. , Löfdahl , A. and Hägglund , S. 2009 . Hidden spaces and places in the preschool: Withdrawal strategies in preschool children's peer cultures . Journal of Early Childhood Research , 7 ( 1 ) : 94 – 109 .
   Google Scholar
• Swain , J. 2006 . An ethnographic approach to researching children in junior school . International Journal of Social Research Methodology , 9 ( 3 ) : 199 – 213 .
   Google Scholar
• Waller , T. Outdoor learning and well being: recording and evaluating young children's perspectives . Paper presented at the Fifth Warwick International Early Years Conference, University or Warwick . March 20–23 .
   Google Scholar
• Waller , T. Outdoor learning and well‐being: Recording and evaluating children's perspectives . Paper presented at the European Early Childhood Education Research Association Annual Conference (EECERA), University of Dublin . August 31–September 2 .
   Google Scholar
• Waller , T. ‘This is the way we go to the park’! Recording and evaluating young children's knowledge and perspectives of geography . Paper presented at the British Educational Research Association (BERA) Annual Conference, University of Glamorgan . September 15–17 , Wales.
   Google Scholar
• Waller , T. 2006 . ‘Be careful – don't come too close to my Octopus Tree’: Recording and evaluating young children's perspectives of outdoor learning . Children Youth and Environments , 16 ( 2 ) : 75 – 104 .
   Google Scholar
• Waller , T. ‘The swamp monster with 18 heads’. Young children's narratives and outdoor spaces: in search of the possible . European Early Childhood Education Research Association Annual Conference (EECERA) . August 29–September 1 , Prague, Czech Republic.
   Google Scholar
• Waller , T. 2007b . ‘The trampoline tree and the swamp monster with 18 heads’: Outdoor play in the foundation stage and foundation phase . Education 3–13 , 35 ( 4 ) : 393 – 407 .
   Google Scholar
• Waller , T. , Murray , J. and Waller , J. Outdoor learning and well being: Children's spaces and children's minds . Paper presented at the European Early Childhood Education Research Association Annual Conference (EECERA) Annual Conference, . September 1–4 , Malta.
   Google Scholar
• Warming , H. 2005 . “ Participant observation: A way to learn about children's perspectives ” . In Beyond listening: Children's perspectives on early childhood services , Edited by: Clark , A. , Kjørholt , A.T. and Moss , P. 51 – 70 . Bristol : Policy Press .
   Google Scholar
• Wenger , E. 1998 . Communities of practice: Learning, meaning and identity , Cambridge : Cambridge University Press .
   Google Scholar