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 (Digital Object Identifier) Link:	https://doi.org/10.1080/1350293X.2011.597964
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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.

Item Type:	Journal Item
Copyright Holders:	2011 EECERA
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/School:	Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre:	Centre for Research in Education and Educational Technology (CREET)
Item ID:	30031
Depositing User:	Alison Clark
Date Deposited:	17 Nov 2011 15:57
Last Modified:	04 Oct 2016 11:07
URI:	http://oro.open.ac.uk/id/eprint/30031
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