Relating to others: Three layers of knowing

Wilson-Tukaki, Andrea; Davis, Keryn

doi:10.18296/ecf.0151

Cited by 2 publications

(1 citation statement)

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“…The selected work samples were part of the pedagogical documentation based on which the researchers made inferences about the child's perspective. In the Category 4 articles, examples of such documentation included: written artefacts (McDonald, 2005), spontaneous drawings (Lambert, 2005), portfolios (Mawson, 2011a), learning stories (Archard, 2013;Wilson-Tukaki & Davis, 2011), photo narratives (Goodfellow, 2012), drawings, observational diaries (Vaealiki & Mackey, 2008) and the phenomenological approach (Lewis, Mansfield & Baudains, 2010).…”

Section: Type 2 Inferred Voice-inferring the Child's Perspectivementioning

confidence: 99%

The Voice of the Child in Early Childhood Education Research in Australia and New Zealand: A Systematic Review

Zhang

2015

Australasian Journal of Early Childhood

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THIS LITERATURE REVIEW COVERS journal articles reporting early childhood education (ECE) research in Australia and New Zealand in the past 10 years and it has found that: (1) Nearly half of the articles lacked child-related data with an explicit or implied justification, while less than one-tenth failed to include child-related data with no justification; (2) Over one-third of the articles addressed the voice of the child, while less than one-tenth included child-related data for assessment purpose. A typology of the voice of the child has evolved from the review and it includes: pseudo voice (engendered by assessing the child), inferred voice (engendered by inferring the child's perspective), surveyed voice (engendered by surveying the child) and co-constructed voice (engendered by co-constructing lived experience and understanding with the child). In spite of the evidence from the articles that the voice of the child had generally been recognised, the review has identified a gap between the child's voice rhetoric and research practice. It is argued that the distinction between rhetoric and practice should be recognised and respected.

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