725
Views
8
CrossRef citations to date
0
Altmetric
Original Articles

Welcome in! How the academy can warrant recognition of young children as researchers

References

  • Ackerman, E. 2001. “Piaget’s Constructivism, Papert’s Constructionism: What’s the Difference? Accessed on February 15, 2017. http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf.
  • Ackermann, L., T. Feeny, J. Hart, and J. Newman. 2003. Understanding and Evaluating Children’s Participation. London: Plan International.
  • Alderson, P. 2001. “Research by Children.” International Journal of Social Research Methodology 4 (2): 139–153. doi: 10.1080/13645570120003
  • Appadurai, A. 2006. “The Right to Research.” Globalisation, Societies and Education 4 (2): 167–177. doi:10.1080/14767720600750696.
  • Ayer, A. J. 1940. The Foundations of Empirical Knowledge. London: MacMillan.
  • Berlyne, D. E. 1954. “A Theory of Human Curiosity.” British Journal of Psychology 54 (3): 180–191.
  • Bridges, D. 1998. “Research for SALE: Moral Market or Moral Maze?” British Educational Research Journal 24 (5): 593–607. doi: 10.1080/0141192980240507
  • Bridges, D. 2003. Fiction Written Under Oath. Dordrecht: Kluwer Academic.
  • Bridges, D., P. Smeyers, and R. Smith, eds. 2009. Evidence-based Education Policy. Chichester: Wiley Blackwell.
  • British Educational Research Association. [2011] 2004. Ethical Guidelines for Educational Research. London: British Educational Research Association.
  • Brownlie, J., S. Anderson, and R. Ormston. 2006. Children as Researchers. Edinburgh: Scottish Executive Education Department.
  • Cagliari, P., M. Castagnetti, C. Giudici, C. Rinaldi, V. Vecchi, and P. Moss, eds. 2016. Loris Malaguzzi and the Schools of Reggio Emilia: A Selection of his Writings and Speeches, 1945-1993. Abingdon: Routledge.
  • Carspecken, P. 1996. Critical Ethnography in Educational Research. London: Routledge.
  • Castle, K. 2004. “The Meaning of Autonomy in Early Childhood Teacher Education.” Journal of Early Childhood Teacher Education 25 (1): 3–10. doi: 10.1080/1090102040250103
  • Chak, A. 2007. “Teachers’ and Parents’ Conceptions of Children’s Curiosity and Exploration.” International Journal of Early Years Education 15 (2): 141–159. doi: 10.1080/09669760701288690
  • Charmaz, K. 2006. Constructing Grounded Theory. London: Sage.
  • Clark, A., and P. Moss. 2011. Listening to Young Children. London: National Children’s Bureau.
  • Costello, T., and B. Prohaska. 2013. “Innovation.” IT Professional 15 (3): 64–64. doi: 10.1109/MITP.2013.42
  • Coyne, I. 2010. “Research with Children and Young People: The Issue of Parental (proxy) Consent.” Children and Society 24 (3): 227–237.
  • Craik, K. 1943. The Nature of Explanation. Cambridge: Cambridge University Press.
  • Dahlberg, G., and H. Lenz Taguchi. 1994. Förskola och skola och om visionen om en mötesplats [Preschool and School and the Vision of a Meeting-Place]. Stockholm: HLS Förlag.
  • DeLoache, J. S., K. F. Miller, and S. L. Pierroutsakos. 1998. “Reasoning and Problem Solving.” In Handbook of Child Psychology. 5th ed., Vol 2: Cognition, perception and Language, edited by D. Kuhn and R. Siegler, 801–850. New York: Wiley.
  • Delbecq, A. L., and A. H. VandeVen. 1971. “A Group Process Model for Problem Identification and Program Planning.” The Journal of Applied Behavioral Science 7: 466–492. doi: 10.1177/002188637100700404
  • Department for Business, Innovation and Skills. 2012. “Innovation”. Accessed September 30, 2016. http://www.bis.gov.uk/innovation.
  • DeVries, R., and B. Zan. 1994. Moral Classrooms, Moral Children. New York: Teachers’ College Press.
  • Dowling, M. 2010. Young Children’s Personal, Social and Emotional Development. London: Sage.
  • Farnum, R. 2014. “Contesting or Creating Hegemony? A critique of the London Water Research Group Considering Academic Hegemony and Traps in Social Justice Research.” Concept Paper prepared for HH7. Accessed November 5, 2016. https://www.uea.ac.uk/documents/40159/5624523/Contesting+or+Creating+Hegemony+-+LWRG+Critique.pdf/e94acbb0-f28c-4b84-8819-501d91f1433a.
  • Fernyhough, C. 2010. The Baby in the Mirror: A Child's World from Birth to Three. London: Granta Publications.
  • Fielding, M. 2001. “Students as Radical Agents of Change.” Journal of Educational Change 2 (2): 123–141. doi: 10.1023/A:1017949213447
  • Freire, P. 1972. Pedagogy of the Oppressed. Harmondsworth: Penguin.
  • Frost, N., S.-M. Nolas, B. Brooks-Gordon, C. Esin, A. Holt, L. Mehdizadeh, and P. Shinebourne. 2010. “Pluralism in Qualitative Research: The Impact of Different Researchers and Qualitative Approaches on the Analysis of Qualitative Data.” Qualitative Research 10 (4): 441–460. doi: 10.1177/1468794110366802
  • Griffiths, M., and G. MacLeod. 2009. “Personal Narratives and Policy: Never the Twain?” Journal of Philosophy of Education 42 (S1): 121–143. doi: 10.1111/j.1467-9752.2008.00632.x
  • Guba, E. G. 1981. “Criteria for Assessing the Trustworthiness of Naturalistic Inquiries.” Educational Communication and Technology Journal 29: 75–91.
  • Harcourt, D., and H. Conroy. 2005. “Informed Assent: Ethics and Processes when Researching with Young Children.” Early Child Development and Care 175 (6): 567–577. doi:10.1080/03004430500131353.
  • Hardman, C. 1973. “Can there be an Anthropology of Children?” Journal of the Anthropology Society of Oxford 4 (1): 85–99.
  • Hatch, J. A. 2007. “Back to Modernity? Early Childhood Qualitative Research in the 21st Century?” In Early Childhood Qualitative Research, edited by J.A. Hatch, 7–24. London: Routledge.
  • Hedges, H. 2014. “Young Children’s ‘Working Theories’: Building and Connecting Understandings.” Journal of Early Childhood Research 12 (1): 35–49. doi: 10.1177/1476718X13515417
  • Hughes, P. 2010. “Paradigms, Methods and Knowledge.” In Doing Early Childhood Research. 2nd ed., edited by G. MacNaughton, S. A. Rolfe, and I. Siraj-Blatchford, 35–62. Maidenhead: Open University Press / McGraw-Hill.
  • Hume, D. 1748. “An Enquiry Concerning Human Understanding.” In David Hume: An Enquiry Concerning Human Understanding, edited by T. Beauchamp, 5–123. Oxford: Oxford University Press.
  • Isaacs, N. 1944. “Children’s ‘why’ Questions.” In Intellectual Growth in Young Children, edited by S. Isaacs, 291–354. London: Routledge.
  • James, A., and A. James. 2008. Key Concepts in Childhood Studies. London: Sage.
  • Johnson-Laird, P. N., and R. M. J. Byrne. 1991. Deduction. Hillsdale: Lawrence Erlbaum Associates.
  • Kant, I. 1787. “The Critique of Pure Reason.” Prepared in e-text by C. Aldarondo 2003. Project Gutenberg. Accessed September 16, 2016. http://www.gutenberg.org/dirs/etext03/cprrn10.txt.
  • Katz, L. G. 1993. “Dispositions: Definitions and Implications for Early Childhood Practices.” Catalogue No. 211 Perspectives from ERIC/EECE: Monograph series no. 4. Accessed September 16, 2016. http://ecap.crc.illinois.edu/eecearchive/books/disposit/index.html.
  • Keen, R. 2011. “The Development of Problem Solving in Young Children: A Critical Cognitive Skill.” Annual Review of Psychology 62: 1–21. doi: 10.1146/annurev.psych.031809.130730
  • Kellett, M. 2005. How to Develop Children as Researchers. London: Sage.
  • Laevers, L. 2000. “Forward to Basics! Deep-level-learning and the Experiential Approach.” Early Years: An International Journal of Research and Development 20 (2): 20–29. doi: 10.1080/0957514000200203
  • Langsted, O. 1994. “Looking at Quality from the Child’s Perspective.” In Valuing Quality in Early Childhood Services: New Approaches to Defining Quality, edited by P. Moss, and A. Pence, 28–42. London: Paul Chapman.
  • Lansdown, G. 2010. “The Realisation of Children’s Participation Rights.” In A Handbook of Children and Young People’s Participation, edited by B. Percy-Smith, and N. Thomas, 11–23. London: Routledge.
  • Lees, L. 1999. “Critical Geography and the Opening up of the Academy: Lessons from ‘Real Life’ Attempts.” Area 31 (4): 377–383. doi:10.1111/j.1475-4762.1999.tb00104.x.
  • Meltzoff, A. N. 1995. “Understanding the Intentions of Others: Re-Enactment of Intended Acts by 18-month-old Children.” Developmental Psychology 31 (5): 838–850. doi: 10.1037/0012-1649.31.5.838
  • Metcalfe, M. 2007. “Problem Conceptualisation Using Idea Networks.” Systemic Practice and Action Research 20 (2): 141–150. doi: 10.1007/s11213-006-9056-y
  • MRS (Market Research Society). 2012. “Occupation Groupings.” London: Market Research Society. Accessed September 30, 2016. https://www.mrs.org.uk/intelligence/occupational_groupings.
  • Murray, J. 2011. “Knock, Knock! Who’s There? Gaining Access to Young Children as Researchers: A Critical Review.” Educate 11 (1): 91–109.
  • Murray, J. 2012. “Young Children’s Explorations: Young Children’s Research?” Early Child Development and Care 182 (9): 1209–1225. doi: 10.1080/03004430.2011.604728
  • Murray, J. 2013. “Young Children’s Research Behaviour? Children Aged Four to Eight Years Finding Solutions at Home and at School.” Early Child Development and Care 183 (8): 1147–1165. doi: 10.1080/03004430.2013.792255
  • Murray, J. 2014. “Researching Young Children’s Worlds.” In An Introduction to Early Childhood, edited by T. Waller, and G. Davis, 325–345. London: Sage.
  • Murray, J. 2015a. “Young Children as Researchers in Play.” In The Excellence of Play. 4th ed., edited by J. Moyles, 106–124. Maidenhead: McGraw-Hill Education.
  • Murray, J. 2015b. “Can Young Children be Researchers?” In Children and Young People’s Participation in Policy, Practice and Research, edited by H. McLaughlin, 48–63. London: National Children’s Bureau.
  • Murray, J. 2016. “Young Children are Researchers: Children Aged Four to Eight Years Engage in Important Research Behaviour when they Base Decisions on Evidence.” European Early Childhood Education Research Journal 24 (5): 705–720. doi:10.1080/1350293X.2016.1213565.
  • Murray, J. 2017 (forthcoming). Building Knowledge in Early Childhood Education: Young Children are Researchers. Abingdon: Routledge.
  • Newson, J., and E. Newson. 1979. Toys and Playthings. New York: Pantheon Books.
  • Norris, C. 2000. “McDowell on Kant: Redrawing the Bounds of Sense.” Metaphilosophy. 31 (4): 382–411. doi: 10.1111/1467-9973.00157
  • OHCHR (Office of the High Commissioner for Human Rights). 1989. “The United Nations Convention on the Rights of the Child.” Accessed September 30, 2016. http://www.ohchr.org/en/professionalinterest/pages/crc.aspx.
  • OHCHR (Office of the High Commissioner for Human Rights). 2005. Convention on the Rights of the Child: General Comment No 7. Implementing child rights in early childhood. Geneva: United Nations.
  • O’Kane, C. 2008. “The Development of Participatory Techniques.” In Research with Children, edited by P. Christensen, and A. James, 125–155. London: Routledge.
  • Papert, S. 1980. Mindstorms. Children, Computers and Powerful Ideas. New York: Basic books.
  • Patton, M. 2002. Qualitative Research and Evaluative Methods. 3rd ed. Thousand Oaks, CA: Sage.
  • Perdue, K. 2003. “Theories of Media: Imagination.” Accessed September 16, 2016. http://csmt.uchicago.edu/glossary2004/imagination.htm.
  • Redmond, G. 2008. “Children’s Perspectives on Economic Adversity: A Review of the Literature.” Innocenti Discussion Paper No. IDP 2008-01. Florence: UNICEF Innocenti Research Centre.
  • Rosen, M. 1989. We’re Going on a Bear Hunt. London: Walker Books.
  • Ryle, G. 1968. The Thinking of Thoughts: What is ‘Le Penseur’ Doing? ‘University Lectures’, No. 18. Saskatchewan: The University of Saskatchewan. Accessed November 5, 2016. http://lucy.ukc.ac.uk/CSACSIA/Vol14/Papers/ryle_1.html.
  • Scruton, R. 2001. Kant. Oxford: Oxford University Press.
  • Sen, A. K. 1993. “Capability and Well-Being.” In The Quality of Life, edited by M. Nussbaum, and A. Sen, 30–53. Oxford: Oxford University Press.
  • Siraj-Blatchford, I. 1994. Praxis Makes Perfect: Critical Educational Research for Social Justice. Ticknall: Education Now.
  • Silverman, D. 2006. Interpreting Qualitative Data. London: Sage.
  • Song, H.-J., K. H. Onishi, R. Baillargeon, and C. Fisher. 2008. “Can an Agent’s False Belief be Corrected by an Appropriate Communication? Psychological Reasoning in 18-month-old Infants.” Cognition 109: 295–315. doi: 10.1016/j.cognition.2008.08.008
  • Stebbins, R. A. 2001. Exploratory Research in the Social Sciences. Thousand Oaks, CA: Sage.
  • Sylva, K., E. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart, eds. 2010. Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. London: Routledge.
  • Thomas, J. 1993. Doing Critical Ethnography. Newbury Park, CA: Sage.
  • Thomas, G. 2007. Education and Theory: Strangers in Paradigms. Maidenhead: Open University Press / McGraw-Hill.
  • Tversky, A., and D. Kahneman. 1981. “The Framing of Decisions and the Psychology of Choice.” Science 211 (4481): 453–458. doi: 10.1126/science.7455683
  • Warren, L., and K. Boxall. 2009. “Service Users In and Out of the Academy: Collusion in Exclusion?” Social Work Education: The International Journal 28 (3): 281–297. doi: 10.1080/02615470802659464
  • Woodhead, M., and D. Faulkner. 2008. “Subjects, Objects or Participants: Dilemmas of Psychological Research with Children.” In Researching with Children, edited by P. Christensen, and A. James, 10–39. London: Routledge.
  • Yin, R. K. 2012. Applications of Case Study Research. London: Sage.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.