Breaking methodological boundaries? Exploring visual, participatory methods with adults and young children

Clark, Alison (2011). Breaking methodological boundaries? Exploring visual, participatory methods with adults and young children. European Early Childhood Education Research Journal, 19(3) pp. 321–330.

DOI: https://doi.org/10.1080/1350293X.2011.597964

Abstract

There have been an increasing number of research studies using participatory, visual methods with young children. This article will explore the possibilities and challenges of extending these methods as tools for listening to early childhood practitioners as well as to young children. This research is based on a longitudinal study carried out using the Mosaic approach to involve young children and adults in the design and review of two early childhood environments in England. The findings offer possibilities for re-examining rather than breaking the methodological boundaries in the field of early childhood between participatory research with young children and with adults.

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About

• Item ORO ID
• 30031
• Item Type
• Journal Item
• ISSN
• 1752-1807
• Extra Information
• Special Issue: Children’s perspectives and participation in research.
• Keywords
• visual methods; participatory methods; meaning-making; early childhood practitioners; Mosaic approach
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Centre for Research in Education and Educational Technology (CREET)
• Copyright Holders
• © 2011 EECERA
• Depositing User
• Alison Clark