Meaningful informed consent with young children: looking forward through an interactive narrative approach

Abstract

Ideas about ethical research with young children are evolving at a rapid rate. Not only can young children participate in the informed consent process, but researchers now also recognize that the process must be meaningful for them. As part of a larger study, this article reviews children's rights and informed consent literature as the foundation for the development of a new conceptual model of meaningful early childhood informed consent. Based on this model, an 'interactive narrative' approach is presented as a means to inform 3-8 year old children about what their participation might involve, and assist them to understand and respond as research participants. For use with small groups, this narrative approach involves a storybook based on factual images related to the research project that is delivered via (re)telling. The narrative approach to informed consent is unique in its holistic design which addresses the specific needs of young children.

Early childhood practitioner beliefs about digital media: integrating technology into a child-centred classroom environment

“…Practitioners were also informed that anything they said or did would be kept strictly confidential to minimise the risk of any adverse effect on their self-esteem or position within the school. Consent from parents for their children's participation was considered 'proxy consent' (Mayne, Howitt, and Rennie 2016), and children's verbal assent was gained before each classroom observation by asking them if they wanted to talk to a researcher or be video recorded. Children were informed about the research through the use of a digital picture book written by the lead author for this purpose.…”

Rights, Power and Agency in Early Childhood Research Design: Developing a Rights-Based Research Ethics and Participation Planning Framework

“…Stage 2 of The Planning Framework relates to practical design considerations that need to be integrated when planning research to conform to the UNCRC, and to ensure that children's rights are acknowledged. Development of these design considerations is based on the paper by Mayne, Howitt and Rennie (2016), where the Conceptual Model of the Interactive Narrative Approach to Meaningful Early Childhood Informed Consent ( Figure 2) was introduced.…”

“…Since ratification of the UNCRC (UN, 1989), planning of informed consent has taken on a new dimension, with researchers needing to translate the 'rights of the child' into ethical participatory research practices (Powell et al, 2012), and to grant rights to children that are equal to those of adults (Green, 2012). As a consequence, Mayne et al (2016) sought to address the specific needs of young children in the informed consent process, rather than re-using or adapting a model of consent that was designed for adults. Mindful that informed consent can become 'a hurried process with little emphasis placed on ascertaining whether children are being empowered to make an informed decision' or not (Harcourt & Sargeant, 2011, p. 426); that it is often the 'adult gatekeepers', and not the children being researched, who are consulted (Dockett, Perry & Kearney, 2013, p. 802); and that sole reliance on 'proxy' consent from parents no longer deems to 'fully meet the requirements of informed consent for young research subjects' (Hughes & Helling, 1991, p. 226), Mayne et al (2016) devised a holistic model to guide planning of the various practical considerations around the informing and consent process.…”

“…These first four layers form a desirable foundation for planning of informed consent processes for children. However, the last three additional layers demonstrate how an innovative approach to informed consent, such as the Interactive Narrative Approach (Mayne et al, 2016), can transform children's participation experiences through a focus on interaction (interactive education strategies and integration of digital technologies) and narrative (dialogic story-telling and sustained shared thinking). Thus, by formalising the components of informed Figure 2.…”

Ethics in educational technology research: Informing participants on data sharing risks

“…Enhanced consent forms, multimedia interventions, extended discussions and test/feedback techniques have been shown to improve comprehension in informed consent in the biomedical field (Schenker et al , ). Additionally, specific formative efforts including whole class sessions taken to inform educational participants have been described (David, Edwards, & Alldred, ; Mayne, Howitt, & Rennie, ; Moore, McArthur, & Noble‐Carr, ; Parsons et al , ). However, as educational technology research is often of a low‐risk nature, a determination needs to be made as to what level of enhancement is needed.…”