616
Views
3
CrossRef citations to date
0
Altmetric
Articles

Using small world toys for research: a method for gaining insight into children’s lived experiences of school

ORCID Icon &
Pages 225-240 | Received 30 Oct 2019, Accepted 23 Mar 2020, Published online: 16 Apr 2020

References

  • Apple, M. W., and L. Weiss. 1980. “Seeing Education Relationally.” In History of Multicultural Education, edited by C. A. Grant, and T. K. Chapman, 2 Vols, 149–170. Oxon: Routledge.
  • Axline, V. 1981. Play Therapy. New York: Ballantine.
  • Aynsley-Green, A., P. Lewsley, K. Marshall, and K. Towler. 2008. “UK Children's Commissioners’ Report to the UN Committee on the Rights of the Child.” https://www.niccy.org/media/1913/uncrc_report_final.pdf.
  • Bland, D. 2018. “Using Drawing in Research with Children: Lessons from Practice.” International Journal of Research and Method in Education 41 (3): 342–352. doi: 10.1080/1743727X.2017.1307957
  • Bourke, R., J. Loveridge, J. O’Neill, B. Erueti, and A. Jamieson. 2017. “A Sociocultural Analysis of the Ethics of Involving Children in Educational Research.” International Journal of Inclusive Education 21 (3): 259–271. doi: 10.1080/13603116.2016.1260819
  • Brinkmann, S. and Kvale, S., 2015. InterViews: An Introduction to Qualitative Research Interviewing. 3rd ed. London: Sage.
  • Bruner, J., A. Jolly, and K. Sylva. 1976. Play: Its Role in Evolution and Development. New York: Basic Books.
  • Bucknall, S. 2012. Children as Researchers in Primary Schools: Child Voice and Participation. Oxon: Routledge.
  • Burke, T. 2010. Anyone Listening: Evidence of Children and Young People's Participation in England. London: National Children’s Bureau.
  • Clark, A. 2005. “Listening to and Involving Young Children: A Review of Research and Practice.” Early Child Development and Care 175 (6): 489–505. doi: 10.1080/03004430500131288
  • Clark, A., A. T. Kjørholt, and P. Moss. 2005. Beyond Listening: Children's Perspectives on Early Childhood Services. Bristol: Policy Press.
  • Clark, A., and B. Percy-Smith. 2006. “Beyond Consultation: Participatory Practices in Everyday Spaces.” Children Youth and Environments 16 (2): 1–9.
  • Darbyshire, P., C. MacDougall, and W. Schiller. 2005. “Multiple Methods in Qualitative Research with Children: More Insight or Just More?” Qualitative Research 5 (4): 417–436. doi: 10.1177/1468794105056921
  • DfE (Department for Education). 2014. “Listening to and Involving Children and Young People [DFE-00011-2014].” https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/437241/Listening_to_and_involving_children_and_young_people.pdf.
  • DfE (Department for Education). 2019. “Schools, Pupils and Their Characteristics.” January. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812539/Schools_Pupils_and_their_Characteristics_2019_Main_Text.pdf.
  • Doverborg, E., and I. Pramling. 1993. To Understand Children's Thinking: Methods for Interviewing Children. Gothenberg: University of Gothenberg.
  • Edwards, C., L. Gandini, and G. Forman. 2012. The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. Oxford: Praeger.
  • Einarsdóttir, J. 2010. “Children's Experiences of the First Year of Primary School.” European Early Childhood Education Research Journal 18 (2): 163–180. doi: 10.1080/13502931003784370
  • 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. doi: 10.1080/03004430802666999
  • Fielding, M. 2004. “Transformative Approaches to Student Voice: Theoretical Underpinnings, Recalcitrant Realities.” British Educational Research Journal 30 (2): 295–311. doi: 10.1080/0141192042000195236
  • Forbes, C. 2019. “‘To Listen, not Judge’: Lessons From a Project Involving Young People as co-Researchers.” Research Intelligence 139: 19–20.
  • Freeman, M., and S. Mathison. 2009. Researching Children's Experiences. New York: Guilford Press.
  • Harcourt, D. 2011. “An Encounter with Children: Seeking Meaning and Understanding About Childhood.” European Early Childhood Education Research Journal 19 (1): 331–343. doi: 10.1080/1350293X.2011.597965
  • Harcourt, D., and J. Einarsdóttir. 2011. “Introducing Children's Perspectives and Participation in Research.” European Early Childhood Education Research Journal 19 (3): 301–307. doi: 10.1080/1350293X.2011.597962
  • James, A., and A. James. 2004. Constructing Childhood: Theory, Policy, and Social Practice. Hampshire: Palgrave Macmillan.
  • James, A., C. Jenks, and A. Prout. 1998. Theorizing Childhood. Cambridge: Polity Press.
  • Jewitt, C., J. Bezemer, and K. O’Halloran. 2016. Introducing Multimodality. Oxon: Routledge.
  • Kostenius, C. 2011. “Picture This – Our Dream School! Swedish School Children Sharing Their Visions of School.” Childhood: A Global Journal of Child Research 18 (4): 509–525. doi: 10.1177/0907568211398158
  • Lillard, A. S. 1993. “Pretend Play Skills and the Child's Theory of Mind.” Child Development 64 (2): 348–371. doi: 10.2307/1131255
  • Literat, I. 2013. ““A Pencil for Your Thoughts”: Participatory Drawing as a Visual Research Method with Children and Youth.” International Journal of Qualitative Methods 12 (1): 84–98. doi: 10.1177/160940691301200143
  • Lomax, H. J. 2012. “Shifting the Focus: Children's Image-Making Practices and Their Implications for Analysis.” International Journal of Research and Method in Education 35 (3): 227–234. doi: 10.1080/1743727X.2012.713932
  • Løndal, K. 2010. “Children's Lived Experience and Their Sense of Coherence: Bodily Play in a Norwegian After-School Programme.” Child Care in Practice 16 (4): 391–407. doi: 10.1080/13575279.2010.498414
  • Lowenfeld, M. 2005. Understanding Children’s Sandplay: Lowenfeld’s World Technique. Eastbourne: Sussex Academic Press.
  • 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
  • MacDonald, A. 2009. “Drawing Stories: The Power of Children's Drawings to Communicate the Lived Experience of Starting School.” Australasian Journal of Early Childhood 34 (3): 40–49. doi: 10.1177/183693910903400306
  • Mason, J., and S. Danby. 2011. “Children as Experts in Their Lives: Child Inclusive Research.” Child Indicators Research 4 (2): 185–189. doi: 10.1007/s12187-011-9108-4
  • Mayne, F., C. Howitt, and L. Rennie. 2016. “Meaningful Informed Consent with Young Children: Looking Forward Through an Interactive Narrative Approach.” Early Child Development and Care 186 (5): 673–687. doi: 10.1080/03004430.2015.1051975
  • McCusker, S. 2019. “Everybody’s Monkey is Important: LEGO® Serious Play® as a Methodology for Enabling Equality of Voice Within Diverse Groups.” International Journal of Research and Method in Education 43 (2): 146–162. doi: 10.1080/1743727X.2019.1621831
  • Nutbrown, C., 2018. Early Childhood Educational Research: International Perspectives. London: Sage.
  • Palaiologou, I. 2014. “‘Do We Hear What Children Want to Say?’ Ethical Praxis When Choosing Research Tools with Children Under Five.” Early Child Development and Care 184 (5): 689–705. doi: 10.1080/03004430.2013.809341
  • Pálmadóttir, H., and J. Einarsdóttir. 2016. “Video Observations of Children's Perspectives on Their Lived Experiences: Challenges in the Relations Between the Researcher and Children.” European Early Childhood Education Research Journal 24 (5): 721–733. doi: 10.1080/1350293X.2015.1062662
  • Palmer, P. J. 1987. “Community, Conflict, and Ways of Knowing: Ways to Deepen Our Educational Agenda.” Change 19 (5): 20–25. doi: 10.1080/00091383.1987.10570153
  • Pascal, C., and T. Bertram. 2012. “Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research.” European Early Childhood Education Research Journal 20 (4): 477–492. doi: 10.1080/1350293X.2012.737236
  • Pimlott-Wilson, H. 2012. “Visualising Children’s Participation in Research: Lego Duplo, Rainbows and Clouds and Moodboards.” International Journal of Social Research Methodology 15 (2): 135–148. doi: 10.1080/13645579.2012.649410
  • Pring, R., 2015. Philosophy of Educational Research. 3rd ed. London: Bloomsbury.
  • Quinn, S., S. Donnelly, and E. Kidd. 2018. “The Relationship Between Symbolic Play and Language Acquisition: A Meta-Analytic Review.” Developmental Review 49: 121–135. doi: 10.1016/j.dr.2018.05.005
  • Robinson, C. 2014. Children, Their Voices and Their Experiences of School: What Does the Evidence Tell Us? Cambridge: Cambridge Primary Review Trust.
  • Robinson, C., and M. Fielding. 2007. Children and Their Primary Schools: Pupils’ Voices. Cambridge: University of Cambridge.
  • Rose, G. 2016. Visual Methodologies: An Introduction to the Interpretation of Visual Materials. 4th ed. London: Sage.
  • Scott-Barrett, J., K. Cebula, and L. Florian. 2019. “Listening to Young People with Autism: Learning from Researcher Experience.” International Journal of Research and Method in Education 42 (2): 163–184. doi: 10.1080/1743727X.2018.1462791
  • Shaw, C., L.-M. Brady, and C. Davey. 2011. Guidelines for Research with Children and Young People. London: National Children's Bureau.
  • Smidt, S. 2013. The Developing Child in the 21st Century: A Global Perspective on Child Development. Oxon: Routledge.
  • Søndergaard, E., and S. Reventlow. 2019. “Drawing as a Facilitating Approach When Conducting Research Among Children.” International Journal of Qualitative Methods 18: 1–11. doi: 10.1177/1609406918822558
  • Torstenson-Ed, T. 2007. “Children's Life Paths Through Preschool and School: Letting Youths Talk About Their Own Childhood – Theoretical and Methodological Conclusions.” Childhood (Copenhagen, Denmark) 14 (1): 47–66.
  • United Nations. 1989. United Nations Convention on the Rights of the Child (A/RES/44/25). New York: United Nations.
  • United Nations. 2015. Transforming our world: the 2030 Agenda for Sustainable Development (Resolution adopted by the General Assembly on 25th September, 2015). https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1andLang=E.
  • Van Manen, M. 1990. Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. London: Suny Press.
  • Van Manen, M. 2017. “Phenomenology in its Original Sense.” Qualitative Health Research 27 (6): 810–825. doi: 10.1177/1049732317699381
  • Vygotsky, L. S. 1962. Thought and Language. Cambridge, MA: MIT Press.
  • Waller, T., and A. Bitou. 2011. “Research with Children: Three Challenges for Participatory Research in Early Childhood.” European Early Childhood Education Research Journal 19 (1): 5–20. doi: 10.1080/1350293X.2011.548964
  • Woolhouse, C. 2019. “Conducting Photo Methodologies with Children: Framing Ethical Concerns Relating to Representation, Voice and Data Analysis When Exploring Educational Inclusion with Children.” International Journal of Research and Method in Education 42 (1): 3–18. doi: 10.1080/1743727X.2017.1369511

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.