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This volume of the Research in Global Child Advocacy Series
explores participatory methodologies and tools that involve
children in research. Perspectives on the role of children have
transitioned from viewing children as objects of research, to
children as subjects of research, to acknowledgement of children as
competent contributors and agents throughout the inquiry process.
Researchers continue to explore approaches that honor the capacity
of children, drawing on diverse methodologies to elevate children's
voices and actively engage them in the production of knowledge.
Nonetheless, despite these developments, questions over the extent
to which children can be free of adult filters and influence merits
sustained scholarly attention. The book includes chapters that
critically examine methodological approaches that empower children
in the research process. Contributions include empirical or
practitioner pieces that operate from an empowerment paradigm and
demonstrate the agenic capacity of children to contribute their
perspectives and voices to our understanding of childhood and
children's lives. The text also features conceptual pieces that
challenge existing theoretical frameworks, critique research
paradigms, and analyze dilemmas or tensions related to ethics,
policy and power relations in the research process.
In spite of our apparently connected global environment, people are
becoming less connected. Digital communication leads to fewer
face-to-face engagements, and many young children are separated
from their parents for extended periods. The post-truth phenomenon
has resulted in mistrust between policymakers and the people they
serve, whilst increased immigration has led to some rich countries
adopting a protectionist stance that transforms collaboration into
separatism. At its 2014 meeting, the European Early Childhood
Education Research Association's Young Children's Perspectives
Special Interest Group considered how these issues were affecting
young children, particularly the many thousands entering Europe at
that time as refugees and migrants escaping conflict in their home
countries. Many of those displaced young children found themselves
situated on the margins of their new contexts. The feeling of being
'othered' can be existential for any young child experiencing
liminality, yet a sense of belonging is important for young
children's well-being and development of identity: the feeling of
belonging lies at the core of social inclusion. This book, the idea
for which arose out of this meeting, is drawn from leading edge
empirical studies, and reveals the diverse experiences of young
children's marginalisation. This book was originally published as a
special issue of the European Early Childhood Education Research
Journal.
In spite of our apparently connected global environment, people are
becoming less connected. Digital communication leads to fewer
face-to-face engagements, and many young children are separated
from their parents for extended periods. The post-truth phenomenon
has resulted in mistrust between policymakers and the people they
serve, whilst increased immigration has led to some rich countries
adopting a protectionist stance that transforms collaboration into
separatism. At its 2014 meeting, the European Early Childhood
Education Research Association's Young Children's Perspectives
Special Interest Group considered how these issues were affecting
young children, particularly the many thousands entering Europe at
that time as refugees and migrants escaping conflict in their home
countries. Many of those displaced young children found themselves
situated on the margins of their new contexts. The feeling of being
'othered' can be existential for any young child experiencing
liminality, yet a sense of belonging is important for young
children's well-being and development of identity: the feeling of
belonging lies at the core of social inclusion. This book, the idea
for which arose out of this meeting, is drawn from leading edge
empirical studies, and reveals the diverse experiences of young
children's marginalisation. This book was originally published as a
special issue of the European Early Childhood Education Research
Journal.
Digital practices are forging ahead in leaps and bounds. Examining
digital practices in early childhood education, this book seeks to
inform the discussion on how digital technologies are best
integrated into play-based pedagogy, and demonstrates effective
practices that enhance children's learning and development. With a
range of international contributors, perspectives, and case
studies, the fusion of play and portable technology is explored
through contemporary research.
This volume of the Research in Global Child Advocacy Series
explores participatory methodologies and tools that involve
children in research. Perspectives on the role of children have
transitioned from viewing children as objects of research, to
children as subjects of research, to acknowledgement of children as
competent contributors and agents throughout the inquiry process.
Researchers continue to explore approaches that honor the capacity
of children, drawing on diverse methodologies to elevate children's
voices and actively engage them in the production of knowledge.
Nonetheless, despite these developments, questions over the extent
to which children can be free of adult filters and influence merits
sustained scholarly attention. The book includes chapters that
critically examine methodological approaches that empower children
in the research process. Contributions include empirical or
practitioner pieces that operate from an empowerment paradigm and
demonstrate the agenic capacity of children to contribute their
perspectives and voices to our understanding of childhood and
children's lives. The text also features conceptual pieces that
challenge existing theoretical frameworks, critique research
paradigms, and analyze dilemmas or tensions related to ethics,
policy and power relations in the research process.
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