Child-centred framing through design research: a framework for analysing children’s ‘dream wheelchair’ designs to elicit meaning and elevate their voice

Shaw, Cara; Bernardi, Francesca; Nickpour, Farnaz

doi:10.1080/17483107.2022.2071487

Cited by 2 publications

(3 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Children act agentially within these spaces to resist, care and promote representative youth cultures supporting the premise that dis/ability can be both a subject of social control and a fulcrum of social change away from ableism and towards the betterment of all human lives (Flynn, 2021;Piepzna-Samarasinha). As a natural progression of the dis/ability rallying cry "nothing about us without us", we seek to radically centre children's creative autonomy in accessible research in the self-expression of their own lived experience (Charlton,1998;Shaw et al, 2022;Bernardi, 2020). Child-centred design research elevates the voice of the child so that research, and the policies emerging from it, are informed and guided by their perspectives (Shaw et al, 2022).…”

Section: 1mentioning

confidence: 99%

“…As a natural progression of the dis/ability rallying cry "nothing about us without us", we seek to radically centre children's creative autonomy in accessible research in the self-expression of their own lived experience (Charlton,1998;Shaw et al, 2022;Bernardi, 2020). Child-centred design research elevates the voice of the child so that research, and the policies emerging from it, are informed and guided by their perspectives (Shaw et al, 2022).…”

Section: 1mentioning

confidence: 99%

“…The book may be used as a means of fostering peer support and demonstrating approaches to transformative inclusivity leadership endorsed by children. Art-based approaches, including the participatory ethnodrama technique that generated our data, are an appealing and empirically valid method of child-centred design research that elevate a variety of children's voices (Carter & Ford 2013;Shaw et al, 2022).…”

Section: 2mentioning

confidence: 99%

See 2 more Smart Citations

The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta

Cleary,

Linds,

Carnevale

et al. 2024

J. Disabil. Stud. Educ.

View full text Add to dashboard Cite

Children with medically complex dis/abilities hold sophisticated views on effective school leadership, adapted built environments, inspiring peer solidarity, catalyzing transformational solutions and a possible school-hospital liaison model to support student well-being. Using child-centric collaborative techniques, this ethnodramatic study engaged children with osteogenesis imperfecta (oi), a rare genetic disease, to create a children’s book describing their moral experiences to be disseminated to other children and families. Children living with oi experience ongoing medical interventions and dis/ability that broadly jeopardized the quality of their academic experience relative to their peers. As such, children living with oi offered trenchant insight into what supports and thwarts operationalization of their values and highlights the programs, leadership, services and paradigm shifts they feel that they need to flourish in the academic context.

show abstract

Section: 1mentioning

confidence: 99%

Section: 1mentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

See 1 more Smart Citation

The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta

Cleary,

Linds,

Carnevale

et al. 2024

J. Disabil. Stud. Educ.

View full text Add to dashboard Cite

show abstract

Learning for children in an educational enrichment: a perspective derived from Taiwan's Early Childhood Education & Care Curriculum Framework

Shih

2024

Front. Educ.

View full text Add to dashboard Cite

Anchored in the educational philosophy of “benevolence,” the Taiwan's Early Childhood Education & Care Curriculum Framework establishes nine learning goals and emphasizes the cultivation of six core competencies in young children. Recognizing that young children have potential for development, imagination, and creativity, the framework encourages young learners to engage with their surroundings, exhibit curiosity, and explore through play. The curriculum framework highlights the multifaceted roles of teachers, including their roles in shaping class culture and learning environments, partnering in the lives and learning journeys of children, guiding in their educational development, and collaborating with families. This curriculum framework emphasizes a child-centered approach to course development, integrating diverse activities that are reflective of and relevant to children's life experiences. It prioritizes maintaining the physical and mental health and safety of young children and introduces them to the meaning of life and the phenomenon of multiculturalism. The type of this study is a conceptual analysis, and it is a study from a reflective model on the implementation of the curriculum in Taiwan. Through this curriculum framework, children are encouraged to appreciate life's beauty and interact with others effectively and empathetically. Therefore, the curriculum framework emphasizes life education, multicultural education, aesthetic education, and moral education as essential components in the holistic development of young children. The curriculum framework is an educational enrichment for children's learning. This study explores the concept of early childhood learning as conceptualized by Taiwan's Early Childhood Education & Care Curriculum Framework. It is hoped that such an exploration can broaden young children's learning horizons, and enhance the quality of early childhood education.

show abstract

Child-centred framing through design research: a framework for analysing children’s ‘dream wheelchair’ designs to elicit meaning and elevate their voice

Cited by 2 publications

References 34 publications

The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta

The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta

Learning for children in an educational enrichment: a perspective derived from Taiwan's Early Childhood Education & Care Curriculum Framework

Contact Info

Product

Resources

About