983
Views
3
CrossRef citations to date
0
Altmetric
Articles

Methodological issues in representing children’s perspectives in transition research

ORCID Icon, &

References

  • Alfageme, E., R. Cantos, and M. Martínez. 2003. De la participación al protagonismo infantil. Propuestas para la acción. Madrid: Plataforma de Organizaciones de Infancia. doi: 84-688-4169-2
  • Alldred, P., and E. Burman. 2005. “Analysing Children’s Accounts Using Discourse Analysis.” In Researching Children’s Experience: Approaches and Methods, edited by S. Greene and D. Hogan, 175–198. London: SAGE Publications.
  • Birch, S. H., and G. W. Ladd. 1997. “The Teacher-Child Relationship and Children’s Early School Adjustment.” Journal of School Psychology 35 (1): 61–79.doi:10.1016/S0022-4405(96)00029-5.
  • Bloor, M., and F. Wood. 2006. Keywords in Qualitative Methods: A Vocabulary of Research Concepts. London: Sage.
  • Bohan-Baker, M., and P. Little. 2004. The Transition to Kindergarten a Review of Current Research and Promising Practices to Involve Families. Cambridge, MA: Harvard Family Research Project - Harvard Graduate School of Education.
  • Boyatzis, R. E. 1998. Transforming Qualitative Information: Thematic Analysis and Code Development. Thousand Oaks, CA: Sage Publications.
  • Brinck, I., and R. Liljenfors. 2012. “The Developmental Origin of Metacognition.” Infant and Child Development 22 (1): 85–101.doi:10.1002/icd.1749.
  • Bruner, J. 1987. “Life as Narrative.” Social Research 54 (1): 11–32. http://www.jstor.org/stable/40970444.
  • Bruner, J. 1996. The Culture of Education. Cambridge, MA: Harvard University Press.
  • Bulkeley, J., and H. Fabian. 2006. “Well-being and Belonging During Early Educational Transitions.” International Journal of Transitions in Childhood 2: 18–31.
  • Burke, C. 2008. ““Play in Focus”: Children’s Visual Voice in Participative Research.” In Doing Visual Research with Young Children and Young People, edited by P. Thomson, 23–36. New York: Routledge.
  • Cassidy, M. 2005. “‘They do it Anyway’: A Study of Primary 1 Teachers’ Perceptions of Children’s Transition Into Primary Education.” Early Years 25 (2): 143–153. doi:10.1080/09575140500127923.
  • Clark, A. 2010. Transforming Children’s Spaces: Children’s and Adults’ Participation in Designing Learning Environments. London: Routledge.
  • Clark, A., and P. Moss. 2001. Listening to Young Children: The Mosaic Approach. London: National Children’s Bureau and Joseph Rowntree Foundation.
  • Clark, A., and P. Moss. 2005. Spaces to Play: More Listening to Young Children Using the Mosaic Approach. London: National Children’s Bureau.
  • Clark, A., and P. Moss. 2011. Listening to Young Children: The Mosaic Approach. London: National Children’s Bureau and Joseph Rowntree Foundation.
  • Clark, A., and A. Thornton. 2013. Childhood in Society for the Early Years / Rory McDowall Clark. Edited by A. Thornton. Revised ed. Los Angeles, CA: Sage.
  • Creswell, J. W. 2013. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 3rd ed. London: SAGE.
  • Dahlberg, G., and P. Moss. 2005. Ethics and Politics in Early Childhood Education. London: Routledge.
  • Decroly O., and E. Monchamp. 2002. El juego educativo: Iniciación a la actividad intelectual Motriz. Morata, Ed. Madrid.
  • Dewey, J. 1990. Democracia y Educación. Madrid, España: Morata.
  • Dmytro, D., N. Kubiliene, and C. A. Cameron. 2014. “Agentive and Communitarian Play in Early Childhood.” Early Child Development and Care. doi:10.1080/03004430.2014.894033.
  • Dockett, S., J. Einarsdóttir, and B. Perry. 2009. “Researching with Children: Ethical Tensions.” Journal of Early Childhood Research 7 (3): 283–298. doi: 10.1177/1476718X09336971
  • Dockett, S., and B. Perry. 2007a. Transitions to School: Perceptions, Expectations, Experiences. Sydney: UNSW Press Book.
  • Dockett, S., and B. Perry. 2007b. “Trusting Children’s Accounts in Research.” Journal of Early Childhood Research 5 (1): 47–63. http://ecr.sagepub.com/content/5/1/47.full.pdf + html. doi: 10.1177/1476718X07072152
  • Dockett, S., D. Whitton, and P. Perry. 2003. “ Children Starting School: Images from Picture Storybooks.” Educational Research, Risks and Dilemmas: NZARE/AARE Conference 2003. Auckland: Association for Research in Education.
  • Dunlop, A.-W. 2003. “Bridging Early Educational Transitions in Learning Through Children’s Agency.” European Early Childhood Education Research Journal, 67–86. doi: 10.1080/1350293X.2003.12016706
  • Dunlop, A.-W. 2007. “Bridging Research, Policy and Practice.” In Informing Transition in the Early Years, edited by A.-W. Dunlop and H. Fabian, 151–168. Berkshire: Open University press.
  • Edwards, A. 2009. “Relational Agency in Collaborations for the Well-Being of Children and Young People.” Journal of Children’s Services 4 (1): 33–43. doi: 10.1108/17466660200900004
  • Einarsdóttir, J., S. Dockett, and B. Perry. 2009. “Making Meaning: Children’s Perspectives Expressed Through Drawings.” Early Child Development and Care 179 (2)): 217–232. http://www.tandfonline.com/doi/pdf/10.1080/03004430802666999.
  • Fabian, H., and A.-W. Dunlop. 2002. “Introduction.” In Transitions in the Early Years: Debating Continuity and Progression for Children in Early Education, edited by H. Fabian and A.-W. Dunlop, 1–7. London: RoutledgeFalmer.
  • Fabian, H., and A.-W. Dunlop. 2006. Outcomes of good practice in transition processes for children entering primary school. Education for All Global Monitoring Report 2007. Strong foundations: early childhood care and education. UNESCO.
  • Formosinho, J., and S. Barros Araújo. 2006. “Listening to Children as a Way to Reconstruct Knowledge About Children: Some Methodological Implications.” European Early Childhood Education Research Journal 14 (1): 21–31. doi:10.1080/13502930685209781.
  • Freeman, M., and S. Mathison. 2009. Researching Children’s Experiences. New York: The Guildford Press.
  • Gillespie, A. 2012. “Position Exchange: The Social Development of Agency.” New Ideas in Psychology 30 (1): 32–46. doi:10.1016/j.newideapsych.2010.03.004.
  • Griebel, W., and R. Niesel. 1999. From Kindergarten to School: A Transition for the Family.” EECERA 9th European Conference on Quality in Early Childhood education “Quality in Early Childhood Education – How Does Early Education Lead to Life-Long Learning?” Helsinki.
  • Guzmán, C. M. 2014. “Polos epistemológicos, uso y construcción de teoría en investigación cualitativa en educación.” Magis, Revista Internacional de Investigación En Educación 7 (14): 15–28. doi: 10.11144/Javeriana.M7-14.PEUC
  • Hall, K., M. Horgan, A. Ridgway, R. Murphy, M. Cunneen, and D. Cunningham. 2010. Loris Malaguzzi and the Reggio Emilia Experience. London, New York: Bloomsbury Academic.
  • Harcourt, D., and H. Conroy. 2011. “Informed Consent: Processes and Procedures in Seeking Research Partnerships with Young Children.” In Researching Young Children’s Perspectives: Debating the Ethics and Dilemmas of Educational Research with Children, edited by D. Harcourt, B. Perry, and T. Waller, 38–51. Oxon: Routledge.
  • Harcourt, D., B. Perry, and T. Waller. 2011. Researching Young Children’s Perspectives: Debating the Ethics and Dilemmas of Educational Research with Children. Oxon: Routledge.
  • Hedegaard, M. 2012. “Analyzing Children’s Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach.” Mind, Culture, and Activity 19 (2): 127–138. doi:10.1080/10749039.2012.665560.
  • Hill, M. 2005. “Ethical Considerations in Researching Children’s Experiences.” In Researching Children’s Experience: Approaches and Methods, edited by S. Greene, and D. Hogan, 61–86. London: SAGE Publications.
  • Jadue Roa, D. S. 2013. Young Children’s Development of a Sense of Learning Agency Through Their Transition Between Kindergarten and First Grade in Chile. Cambridge: University of Cambridge.
  • Jadue-Roa, D. S. 2017. “Ethical Issues in Listening to Young Children in Visual Participatory Research.” International Journal of Inclusive Education 21 (3): 332–345. doi:10.1080/13603116.2016.1260829.
  • James, A., and A. James. 2008. Key Concepts in Childhood Studies. Los Angeles, CA: Sage.
  • Kaplan, I. 2008. “Being ‘Seen’ Being ‘Heard’. Engaging with Students on the Margins of Education Through Participatory Photography.” In Doing Visual Research with Children and Young People, edited by P. Thomson. Oxon: Routledge.
  • Kay, E., and M. Tisdall. 2016. “Participation, Rights and ‘Participatory’ Methods.” In The SAGE Handbook of Early Childhood Research, edited by A. Farrell, S. L. Kagan, E. Kay, and M. Tisdall, 73–88. London: Sage Publications.
  • Kellet, M. 2010. Rethinking Children and Research: Attitudes in Contemporary Society. New Childhoods Series. London: Continuum International Publishing Book.
  • Kockelman, P. 2012. “Meaning, Motivation, and Mind: Some Conditions and Consequences for the Flexibility and Intersubjectivity of Cognitive Processes.” New Ideas in Psychology 30 (1): 65–85. doi:10.1016/j.newideapsych.2010.03.009.
  • Leitch, R. 2008. “Creatively Researching Children’s Narratives Through Images and Drawings.” In Doing Visual Research with Children and Young People, edited by P. Thomson, 37–58. London: Routledge.
  • Lombard, M., J. Snyder-Duch, and C. Campanella Bracken. 2010. “Practical Resources for Assessing and Reporting Intercoder Reliability in Content Analysis Research Projects.” Accessed May 1, 2015. http://matthewlombard.com/reliability/
  • Lowe, R. 2011. “Childhood Through the Ages.” In An Introduction to Early Childhood Studies, edited by T. Maynard and N. Thomas, 21–32. London: Sage.
  • Lundy, L. 2007. “‘Voice’ is not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child.” British Educational Research Journal 33 (6): 927–942. doi:10.1080/01411920701657033.
  • Lundy, L., and L. McEvoy. 2012a. “Childhood, the United Nations Convention on the Rights of the Child and Research: What Constitutes a Rights-Based Approach.” In Law and Childhood Oxford, edited by F. Freeman, 75–91. Oxford: Oxford University Press.
  • Lundy, L., and L. McEvoy. 2012b. “Children’s Rights and Research Processes: Assisting Children to (in) Formed Views.” Childhood (copenhagen, Denmark) 19 (1): 129–144.
  • Lundy, L., L. McEvoy, and B. Byrne. 2011. “Working with Young Children as Co-researchers an Approach Informed by the United Nations Convention on the Rights of the Child.” Early Education and Development 22 (5): 714–736. doi: 10.1080/10409289.2011.596463
  • Markström, A.-M., and G. Halldén. 2008. “Children’s Strategies for Agency in Preschool.” Children & Society 23 (2): 112–122. doi:10.1111/j.1099-0860.2008.00161.x.
  • Mayall, B. 2002. Towards a Sociology of Childhood: Thinking From Children’s Lives. Buckingham: Open University Press.
  • Montessori, M. 1990. La Mente Absorvente del Niño. Madrid: Diana.
  • Pascal, C., and T. Bertram. 2009. “Listening to Young Citizens: The Struggle to Make Real a Participatory Paradigm in Research with Young Children.” European Early Childhood Education Research Journal 17 (2): 249–262. doi:10.1080/13502930902951486.
  • Peters, S. 2003. “‘I Didn’t Expect That I Would Get Tons of Friends … More Each Day’: Children’s Experiences of Friendship During the Transition to School.” Early Years 23 (1): 45–53. doi: 10.1080/0957514032000045564
  • Peters, S. 2010. Literature Review: Transition From Early Childhood to School. New Zealand: Ministry of Education. www.educationcounts.govt.nz/publications.
  • Piaget, J. 2001. Psicología y Pedagogía. Madrid: Crítica.
  • Rinaldi, C. 2012. “The Pedagogy of Listening: The Listening Perspective from Reggio Emilia.” In The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, edited by C. Edwards, L. Gandini, and G. Forman, 3rd ed., 233–246. Santa Barbara, CA: PRAEGER.
  • Ruiz Berrio, J. 2010. Historia y Perspectiva Actual de la Educación Infantil, edited by C. Sanchidrián. Barcelona: GRAÓ.
  • Sairanen, H., and K. Kumpulainen. 2014. “A Visual Narrative Inquiry into Children’s Sense of Agency in Preschool and First Grade.” International Journal of Educational Psychology 3 (2): 143–176. doi:10.4471/ijep.2014.09.
  • Saldaña, J. 2016. The Coding Manual for Qaulitative Researches. Washington, DC: SAGE Publications.
  • Salmi, S., and K. Kumpulainen. 2017. Children's Experiencing of their Transition from Preschool to First Grade: A Visual Narrative Study. Learning, Culture and Social Interaction.
  • Sanchidrián, C., and Ruiz Berrio J. 2010. Historia y Perspectiva actual de la Educación Infantil. Barcelona: GRAÓ.
  • Siraj-Blatchford, I., and J. Siraj-Blatchford. 2011. “Foreword – Creativity, Communication, Collaboration and Curriculum: A Vygotskian Perspective.” In Exploring Children’s Creative Narratives, edited by D. Faulkner and E. Coates, xxi–xxv. London: Routledge.
  • Smith, N. 2002. “Transition to the School Playground: An Intervention Programme for Nursery Children.” Early Years 22 (2): 129–146. doi:10.1080/09575140220151477.
  • Smith, N. 2003. Transition from Nursery to School Playground: An Intervention Programme to Promote Emotional and Social Development.” 13th. European Early Childhood Education Research Association (EECERA) Conference, University of Strathclyde, Glasgow.
  • Spyrou, S. 2011. “The Limits of Children’s Voices: From Authenticity to Critical, Reflexive Representation.” Childhood (copenhagen, Denmark) 18 (2): 151–165. http://pryan2.kingsfaculty.ca/pryan/assets/File/SpyrouonVoice2011.pdf.
  • Sylva, K., E. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2004. The Effective Provision of Pre-School Education (EPPE) Project: Final Report. Nottingham: The Institute of Education.
  • Taylor, S. 2013. Whats is Discourse Analysis? London: Bloomsbury Academic.
  • Thomson, P. 2008. “Children and Young People: Voices in Visual Research.” In Doing Visual Research with Children and Young People, edited by P. Thomson, 1–19. New York: Routledge.
  • UNICEF. 1989. Convention on the rights of the child. http://www2.ohchr.org/english/law/crc.htm.
  • UNICEF. 2014. Observaciones Generales del Comité de los Derechos del Niño. México: UNICEF.
  • Veale, A. 2005. “Creative Methodologies in Participatory Research with Children.” In Researching Children’s Experience: Approaches and Methods, edited by S. Greene, and D. Hogan, 253–272. London: SAGE Publications.
  • Vygotsky, L. S. 1978. “Interaction Between Learning and Development.” In Mind in Society. The Development of Higher Psychological Processes, edited by M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, 79–91. Cambridge, MA: Harvard University Press.
  • Wertsch, J. V. 2007. “Mediation.” In The Cambridge Companion to Vygotsky, edited by H. Daniels, M. Cole, and J. V. Wertsch, 178–192. Cambridge: Cambridge University Press.
  • Westcott, H. L., and K. S. Littleton. 2005. “Exploring Meanings in Interviews with Children.” In Researching Children’s Experience: Approaches and Methods, edited by S. Greene and D. Hogan, 141–157. London: SAGE Publications.
  • Woolner, P., J. Clark, E. Hall, L. Tiplady, U. Thomas, and K. Wall. 2010. “Pictures are Necessary but not Sufficient: Using a Range of Visual Methods to Engage Users About School Design.” Learning Environments Research 13 (1): 1–22. doi:10.1007/s10984-009-9067-6.
  • Yeboah, D. A. 2002. “Enhancing Transition from Early Childhood Phase to Primary Education: Evidence from the Research Literature.” Early Years 22 (1): 51–68. doi:10.1080/09575140120111517.

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.