Accounting for young children’s competence in educational research: New perspectives on research ethics

Abstract

Abstract

Remedial Education for Children with ADHD in Sweden

“…Ljusberg (2010) means that there are also certain situations and tasks in school that cause concentration difficulties. She thus supports Danby and Farrell (2004) who argue that when the school ascribes difficulties to pupils it contradicts its striving for children's agency, competence and participation. Ljusberg's standpoint is thus that the children acquire concentration difficulties in school (2010).…”

“…The researcher often receives confidential information and must take responsibility for how it is used, but without being a therapist. The most important is to listen to children's voices and to create learning environments in school where all children feel welcome and good enough from their prerequisites (Brodin, 2011;Danby & Farrell, 2004). Equal opportunities and participation is an ethical issue.…”

Young Children's Health and Wellbeing Across the Transition to School: A Critical Interpretive Synthesis

“…Until the late 20th century, research paid little close attention to the experiences of children and childhood, and what attention was paid to children was based on a behaviouristic view of child development that relegated children to a primarily passive role (Corsaro, 2005, p.27). These developmental approaches still dominate today, framing children as developing and incomplete versions of adults (Danby & Farrell, 2004) or as in their very nature not grown up and thus not yet something rather than something (Waksler, 1991, p.63). Despite a large and continually growing body of research that shows children to be competent actors and participants in research, and advocates for the inclusion of their own voices, in practice their voices, especially those of young children, remain most often 'silenced' and excluded from decisions which shape their lives (Pascal & Bertram, 2009, p.253).…”

Parents as Coresearchers at Home

“…Rory was aware of the camera's presence during one recorded session, when his parents discussed what should be recorded. In this excerpt from their conversation he provides information about the types of recordings being made in the preschool (i.e., ''kindergarten'') This exchange is an interesting one, as it demonstrates both the child's and his parents' understanding of the research activity, generally, as well as their conscious desire to provide appropriate data to the research team (see Danby & Farrell, 2004). Rory, whose activities were also being recorded in the preschool classroom environment, could serve as a bridge between the research team and the parents.…”