Towards attentive, playful arts-based methodology with children

Abstract

This paper shares methodological insights from our research which sought to centre children in the production of knowledge during the 2020 global pandemic to consider how this can inform research with children beyond the crisis. Drawing on our longitudinal participatory arts-based research with 30 children aged 9–12 during 2020–22, the paper illustrates our response to the shifting research landscape which included navigating social restrictions to develop child-centred ways of working with socially distanced arts-based methods and technologies. The paper sets out key principles focused on foregrounding children’s ways of knowing and attentive seeing which underpinned our reframing of the research encounter from one in which adults are intent on extracting children’s ready-made thoughts to a space in which knowledge generation is recognised as a process of co-construction and engagement with children. Central to this process is our commitment to feminist care ethics and the application of principles from early childhood research and pedagogy which prioritise attentiveness to younger children’s rhythms and pace. Our aim, in setting out an approach which makes a space for playfulness with older children, is to elaborate the potential of slower, attentive methods and to offer a methodological framework to address to wider questions about what arts-based methods do.