Decisions based on evidence: young children’s research behaviour?

Research output: Contribution to conference typesPaperResearchpeer-review

Abstract

Within the Young Children as Researchers (YCAR) study, two aims were to establish ways young children construct knowledge by basing their decisions on evidence and to promote social justice by revealing young children as agents who make decisions based on evidence. An argument is constructed suggesting that recognition of young children’s decision-making based on evidence as an element in their constructions of knowledge can empower children as social agents. Designed according to the academy’s protocols, the YCar study was driven principally by a value orientation framed by emancipatory, participatory and inductive approaches. Plural paradigms, a ‘jigsaw methodology’ and multiple methods gave primacy to participants: 138 children aged 4-8 years in three English early childhood settings participated, joined by their practitioners, families and professional researchers. Whilst the study complied with BERA guidelines (2004), its ethical progress was secured by its value orientation. Participating academy members identified the basis of decisions on evidence as ‘important’ research behaviour. Subsequently, analysis and meta-analysis of data with participants revealed participating children aged 4-8 years as agents who based decisions on evidence according to certain factors and adopted this behaviour for constructing and applying knowledge. The study indicates that ways in which participating young children construct knowledge by basing decisions on evidence carry important messages for practitioners, policymakers and the academy.
Original languageEnglish
Publication statusPublished - 30 Aug 2013
EventEuropean Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts - Tallinn University, Estonia
Duration: 30 Aug 2013 → …

Conference

ConferenceEuropean Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts
Period30/08/13 → …

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evidence
value-orientation
academy
social justice
childhood
paradigm
decision making
methodology

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Murray, J. (2013). Decisions based on evidence: young children’s research behaviour?. Paper presented at European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, .
Murray, Jane. / Decisions based on evidence: young children’s research behaviour?. Paper presented at European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, .
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abstract = "Within the Young Children as Researchers (YCAR) study, two aims were to establish ways young children construct knowledge by basing their decisions on evidence and to promote social justice by revealing young children as agents who make decisions based on evidence. An argument is constructed suggesting that recognition of young children’s decision-making based on evidence as an element in their constructions of knowledge can empower children as social agents. Designed according to the academy’s protocols, the YCar study was driven principally by a value orientation framed by emancipatory, participatory and inductive approaches. Plural paradigms, a ‘jigsaw methodology’ and multiple methods gave primacy to participants: 138 children aged 4-8 years in three English early childhood settings participated, joined by their practitioners, families and professional researchers. Whilst the study complied with BERA guidelines (2004), its ethical progress was secured by its value orientation. Participating academy members identified the basis of decisions on evidence as ‘important’ research behaviour. Subsequently, analysis and meta-analysis of data with participants revealed participating children aged 4-8 years as agents who based decisions on evidence according to certain factors and adopted this behaviour for constructing and applying knowledge. The study indicates that ways in which participating young children construct knowledge by basing decisions on evidence carry important messages for practitioners, policymakers and the academy.",
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Murray, J 2013, 'Decisions based on evidence: young children’s research behaviour?' Paper presented at European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, 30/08/13, .

Decisions based on evidence: young children’s research behaviour? / Murray, Jane.

2013. Paper presented at European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, .

Research output: Contribution to conference typesPaperResearchpeer-review

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T1 - Decisions based on evidence: young children’s research behaviour?

AU - Murray, Jane

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N2 - Within the Young Children as Researchers (YCAR) study, two aims were to establish ways young children construct knowledge by basing their decisions on evidence and to promote social justice by revealing young children as agents who make decisions based on evidence. An argument is constructed suggesting that recognition of young children’s decision-making based on evidence as an element in their constructions of knowledge can empower children as social agents. Designed according to the academy’s protocols, the YCar study was driven principally by a value orientation framed by emancipatory, participatory and inductive approaches. Plural paradigms, a ‘jigsaw methodology’ and multiple methods gave primacy to participants: 138 children aged 4-8 years in three English early childhood settings participated, joined by their practitioners, families and professional researchers. Whilst the study complied with BERA guidelines (2004), its ethical progress was secured by its value orientation. Participating academy members identified the basis of decisions on evidence as ‘important’ research behaviour. Subsequently, analysis and meta-analysis of data with participants revealed participating children aged 4-8 years as agents who based decisions on evidence according to certain factors and adopted this behaviour for constructing and applying knowledge. The study indicates that ways in which participating young children construct knowledge by basing decisions on evidence carry important messages for practitioners, policymakers and the academy.

AB - Within the Young Children as Researchers (YCAR) study, two aims were to establish ways young children construct knowledge by basing their decisions on evidence and to promote social justice by revealing young children as agents who make decisions based on evidence. An argument is constructed suggesting that recognition of young children’s decision-making based on evidence as an element in their constructions of knowledge can empower children as social agents. Designed according to the academy’s protocols, the YCar study was driven principally by a value orientation framed by emancipatory, participatory and inductive approaches. Plural paradigms, a ‘jigsaw methodology’ and multiple methods gave primacy to participants: 138 children aged 4-8 years in three English early childhood settings participated, joined by their practitioners, families and professional researchers. Whilst the study complied with BERA guidelines (2004), its ethical progress was secured by its value orientation. Participating academy members identified the basis of decisions on evidence as ‘important’ research behaviour. Subsequently, analysis and meta-analysis of data with participants revealed participating children aged 4-8 years as agents who based decisions on evidence according to certain factors and adopted this behaviour for constructing and applying knowledge. The study indicates that ways in which participating young children construct knowledge by basing decisions on evidence carry important messages for practitioners, policymakers and the academy.

M3 - Paper

ER -

Murray J. Decisions based on evidence: young children’s research behaviour?. 2013. Paper presented at European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, .