Methodological issues in representing children's perspectives in transition research

This article evidences the existing inter-relations between the rights perspective, the listening approach and participatory research with children, emphasising its contributions to the ECEC research field. Specifically, the contributions of visual participatory research in the field of early years...

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Bibliographic Details
Published in:European early childhood education research journal 2018-09, Vol.26 (5), p.760-779
Main Authors: Jadue Roa, Daniela Sofía, Whitebread, David, Gareca Guzmán, Benjamín
Format: Article
Language:English
Subjects:
Case Studies
Ch (Child)
Ch1 (Child 1)
Ch2 (Child 2)
Ch3 (Child 3)
Ch4 (Child 4)
Child Development
Children
children's agency
children's narratives
children's perspectives
Childrens Rights
Developmental Tasks
Elementary School Students
Foreign Countries
Freehand Drawing
Grade 1
International Law
Kindergarten
Learning Experience
Listening
listening approach
Participatory Research
Peer Relationship
Personal Autonomy
Photography
R (Researcher)
rights approach
School transition
Student Attitudes
Treaties
visual participatory research
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Summary:This article evidences the existing inter-relations between the rights perspective, the listening approach and participatory research with children, emphasising its contributions to the ECEC research field. Specifically, the contributions of visual participatory research in the field of early years transitions are discussed to illustrate the possibilities of research procedures aiming to introduce children's perspectives to the discussion. Principles established by the listening approach to research with children are reviewed and analysed from the rights' perspective established by the UNCRC and adopted in participatory research with children. We present a critical reflection about the methodological outcomes of two visual participatory transition studies carried out in Chile that aimed to gain a better understanding of children's perspectives about their transition experiences from Kindergarten to First Grade. Methodological contributions from both studies show that combining visual and narrative tools in research with children can help to further develop analysis strategies that are trustworthy and grounded in children's meanings.
ISSN:1350-293X
1752-1807
DOI:10.1080/1350293X.2018.1522764