Tensions, assumptions and situated ethics: attuning to the unpredictability of ethics in early childhood research participation

Hendry, Helen; Teszenyi, Eleonora; Rodriguez-Leon, Lucy; Maynes, Mary-Louise; Dorrian, Jane and Edwards, Tracey (2024). Tensions, assumptions and situated ethics: attuning to the unpredictability of ethics in early childhood research participation. European Early Childhood Education Research Journal (Early access).

DOI: https://doi.org/10.1080/1350293x.2024.2387570

Abstract

Research in early childhood settings requires careful consideration of the impact on all children in the setting, whether participants or non-participants, and evolving ethical approaches in response to children’s needs. However, flexible approaches and, ‘in the moment’, ethical adaptations are not routinely reported as part of early childhood research. Drawing on examples from previous qualitative, observational research studies, conducted by members of The Open University early childhood research group, this article reflects upon and adds to some of the ethical challenges highlighted by Richardson, T. [2019. “Why Haven’t I got one of Those?’ A Consideration Regarding the Need to Protect non-Participant Children in Early Years Research.” European Early Childhood Education Research Journal 27 (1): 5–14] in an article for this journal. These include the impact of research on non-participating children, the influence of the researcher and research tools, expressions of dissent during research, and adapting iteratively. Six considerations for ethical attunement in early childhood research emerge, which could offer an ‘aide memoire’ for early childhood researchers and encourage more transparent sharing of unpredictable ethics in early childhood research.