Understanding how practitioners in Wales assess well-being in the early years curriculum

Lewis, Alyson

doi:10.1080/03004279.2021.2011943

Cited by 1 publication

(1 citation statement)

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“…They highlight that the Talking Album can have a positive impact on the transition process because it helps children familiarise themselves with new family members, their voices and faces and can assist in the process of forming new connections. Lewis (2021: 10) focus on the use of the Talking Album by professionals to assess children’s wellbeing in early years settings noting its ‘participatory components, whereby child, practitioner and parent become actively involved, engage in a dialogue and reflection, and have shared ownership’. This paper therefore seeks to add to knowledge about the application of, and challenges and opportunities of, this methodological approach through a critical reflection of its use in the Reading Together research study.…”

Section: Talking Albummentioning

confidence: 99%

Using the talking album to elicit the views of young children in foster care regarding a reading intervention

Winter

Sebba

Tah

et al. 2022

Qualitative Social Work

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There is wide ranging research that uses innovative methods to seek the views of children in out-of-home care. In the area of education, this group of children increasingly participate in research that involves various educational interventions (including book-gifting, tutoring, paired reading), that are designed to improve their educational attainment and achievements. Despite the overall growth in research evidence, there remains an absence of widely reported research on children’s views of the educational interventions that they are involved in and secondly, an absence of more reflective contributions that outline the methodological opportunities and challenges involved. This paper makes a contribution to both areas by reporting both the findings of and critical reflections on the use of an innovative method, the Talking Album, to gather the views of young children, aged 7–9 years old, regarding a reading intervention they were involved in, known as the Reading Together programme. The methodological approach is outlined. Informed by the basic principles underpinning children’s rights as set out in the UNCRC, key learning on the selection, introduction, and support of such methods/tools is reflected upon. From the findings and reflections, recommendations for future research that concerns interventions with children are made.

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Section: Talking Albummentioning

confidence: 99%