Thinking of Children: Democratic Approaches with Young Children in Research

Abstract

THIS ARTICLE EXAMINES THE research approach used in a case study of young children's involvement in a kindergarten environmental education program. Three key principles underpinned the research process. These principles were trusting relationships, respectful communication and democratic participation, and they were seen as ways to find solutions to ethical issues around children as participating partners in research. The approach allowed for children's voices to be heard and their contribution to the research valued. The premise of this approach is linked to a key principle of early childhood education for sustainability (ECEfS)—democratic participation which highly values the contribution that children make to discussions on environmental issues related to their lives and interests.

To know, to decide, to act: the young child’s right to participate in action for the environment

“…In our approach to the research, we were therefore mindful of how we introduced ourselves to the children; how we entered the field and gathered data and how we brought closure to our time in the kindergarten. The participatory approach, the letter to the children and the ongoing considerations while working with the children, teachers and parents within the context of the early childhood setting is the focus of a recent article (Mackey and Vaealiki 2011).…”

Cocreating with Young Fathers: Producing Community-Informed Training Videos to Foster more Inclusive Support Environments

“…Applying the key principles of these approaches, the cocreation process adhered to a principle of ‘democratic participation’ (Alminde and Warming, 2020; Mackey and Vaealiki, 2011) throughout, whereby the broader project team and participants, comprising individuals from a range of backgrounds including diverse, marginalised identities, were supported to contribute meaningfully to decision making, in accordance with their skill set, interest, and expertise. With the guidance of FYFF and the wider project team, the peer researchers identified minoritised young fathers and professionals from their community, conducted interviews with them, identified key messages from the interviews via the editing process and co-disseminated the videos at an online webinar.…”

Engaging Student Teachers in Sustainable Praxis in Aotearoa/New Zealand

“…In their study of New Zealand kindergarten childrenís action competence, Mackey and Vaealiki (2011) argue that young children are critically aware of environmental issues. Elliot and Young (2005) consider the importance of early connection with the natural environment suggesting that environmental education begins at birth, and, on a developmental continuum, such as espoused in ìTe wh‚riki: He wh‚riki m‚tauranga mÙ ng‚ mokopuna o Aotearoaî (Ministry of Education, 1996), educators are required to consider appropriate learning experiences for infants and toddlers as well as young children.…”

“…Ecological sustainability is a planetary priority, and individual contributions are critical to building a collective consciousness. In this paper, we have drawn from New Zealand literature focusing on sustainability in early childhood, Prince (2010), Ritchie, Duhn, Rau and Craw (2010) and Mackey and Vaealiki (2011). The key tenets of the writers are grounded in advocacy, rights, action competency and indigenous epistemology as integral to kaitiakitanga (stewardship) of the environment.…”