‘Do we hear what children want to say?’ Ethical praxis when choosing research tools with children under five

Palaiologou, Ioanna

doi:10.1080/03004430.2013.809341

Cited by 76 publications

(59 citation statements)

References 32 publications

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“…The babies' active engagement in the research process and with the researcher builds on contemporary participatory research approaches with infants that suggest 'developing methods for knowing and representing infants' own experiences' (Elwick, et al, 2014b, p. 10) is not the only option. Rather, the relationships between researcher and participants can create conditions and interactions that offer infants participatory opportunities (Degotardi, 2011;Elwick, et al, 2014b;Palaiologou, 2014). Additionally, Waller and Bitou (2011) propose that the 'key message from the literature' (p. 5) is that it is relationships and research design that confer authentic participation and engagement.…”

Section: Resultsmentioning

confidence: 96%

“…The shift to consider children as subjective participants in EC research rather than as objects to be studied, has resulted in increasing efforts to research with rather than on young children (Clark, 2010;Doyle, 2007;O'Kane, 2008;) and, as Palaiologou (2014 so strongly states, has had significant attention in recent times. Changing 'images' of children and childhood have underpinned this shift, and a view of children as social actors has led to involving them as active participants in research processes that affect them (Christensen & Prout, 2002;Einarsdottir, 2005).…”

Section: Participatory Researchmentioning

confidence: 98%

“…(Palaiologou, 2014, p. 690) The declaration of the United Nations Convention on the Rights of the Child (CRC) encourages adults to listen to and respect children's opinions and involve them in decision-making processes of matters that affect them (UNICEF, 1989). As a result there has been a wave of literature that expounds children's ethical participation in research (Abbott & Langston, 2005;Alderson, 2005;Christensen, 2004;Johansson, 2011) develops creative participatory research methods with young children (Clark & Moss, 2005;Einarsdottir, 2005;Sumsion et al, 2011) and critiques children's participation in research (Gallacher & Gallagher, 2008;Palaiologou, 2014;. This 'social epidemic' has resulted in an increasing interest in participatory research with infants.…”

Section: Introductionmentioning

confidence: 95%

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Ethical symmetry in participatory research with infants

Salamon

2014

Early Child Development and Care

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Participatory research methods aim to break down the distinction between researchers and the researched. Infants are increasingly being seen as participants in research, but the nature of their participation is being questioned following an increased interest in participatory research with children. This article offers a perspective on participatory research that positions infant participants in ethically symmetrical ways to adult participants. It poses this can be achieved, when researchers adopt a methodological attitude that recognises, respects, and incorporates the active involvement of infants in research processes. Framed by the notion of 'ethical symmetry', the article draws on data from the author's doctoral work to demonstrate how attempts to achieve ethical symmetry were enacted. The importance of reciprocal and authentic relationships with infant participants as a driving force in the research is discussed, and implications for incorporating ethical symmetry in research with infants are discussed.

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Section: Resultsmentioning

confidence: 96%

Section: Participatory Researchmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 95%

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Ethical symmetry in participatory research with infants

Salamon

2014

Early Child Development and Care

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“…These micro-ethical moments (Guillemin & Gillam, 2004) do not occur in isolation; rather, they are caught within the interconnected and ever-evolving interactional networks of the homes, classrooms and wider social, cultural and political contexts within which research is situated. Acknowledgement of these relational and ethical elements shifts the emphasis from research as method towards research as ethical praxis (Palaiologou, 2014). This necessitates that researchers make visible 'the specific nature of dilemmas encountered in situ, the decision-making processes involved, the actions taken, and the affective responses to these' (Graham, Powell, & Taylor, 2015, p. 331).…”

Section: Uncertainty In Research With Young Childrenmentioning

confidence: 99%

“…Multi-method, visual research tools such as the Mosaic approach (Clark & Moss, 2011;Clark, 2017) have made an important contribution to acknowledging the multiple modes in which young children communicate and make meaning. However, an emphasis upon method runs the risk of reductionist approaches to research with children, in which child-friendly tools are applied as taken-for-granted and guaranteed formulae for eliciting children's experiences and perspectives (Gallacher & Gallagher, 2008;Palaiologou, 2014). As Law (2004) suggests, the academy's preoccupation with method is steeped in a problematic 'singularity: the idea that there are definite and limited sets of processes' (p. 9) that will lead us to discover a truth that is 'out there', waiting to be discovered.…”

Section: Research With Young Childrenmentioning

confidence: 99%

Embracing uncertainty in research with young children

Chesworth

2018

International Journal of Qualitative Studies in Education

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This article contests the emphasis that is frequently placed upon childfriendly methods in research with young children. Focusing upon a series of research encounters from a doctoral study of play in an early years classroom, I examine my interactions with the children and their social and material worlds and draw upon these encounters to highlight some emergent and unpredictable elements of research with young children. I argue that these elements call for a decreased emphasis upon the implementation of method towards an openness to uncertainty and an ethical responsiveness to the researcher's relations with children and their everyday lives. An ethical responsiveness to uncertainty has implications throughout the research process, including through the ways in which we choose to read, interpret and present the data. This article offers original contributions to contemporary debates regarding what might become possible when uncertainty is acknowledged and embraced in research with young children. ARTICLE HISTORY

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Reflecting on three creative approaches to informed consent with children under six

Arnott

Martinez-Lejarreta

Wall

et al. 2020

British Educational Res J

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In an era where children's rights are paramount, there are still few practical examples to guide us when seeking informed consent from children. This paper therefore makes a significant contribution to the field by examining three practical approaches to negotiating informed consent with young children under 6 years old. We draw on researcher field notes, images and observations from four research projects that employed creative methods for seeking informed consent from young children. We take a reflexive approach, considering how successful the three techniques have been in facilitating young children's decision making around research participation. Our findings suggest that innovative approaches to informed consent create spaces for children to engage in dialogue and questioning about the research project. However, in order for the approaches to be meaningful they need to be pedagogically-appropriate to the maturity and capabilities of the children. We also demonstrate that irrespective of the approach devised, researchers have a responsibility to ensure consent is continuously negotiated throughout the project through reflexive questioning.

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‘Do we hear what children want to say?’ Ethical praxis when choosing research tools with children under five

Cited by 76 publications

References 32 publications

Ethical symmetry in participatory research with infants

Ethical symmetry in participatory research with infants

Embracing uncertainty in research with young children

Reflecting on three creative approaches to informed consent with children under six

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