New theories, Vygotsky (1987-1998) contended, warrant new methodological approaches. In support of his claim, he adapted the microgenetic approach to note miniscule changes in children’s thinking and learning over time. Although the popularity of this approach has waxed and waned, Vygotsky’s notion that theory and methods are intrinsically linked receives support from Flewitt, Hampel, Hauck, and Lancaster (2014: 44) who posit that theory not only drives the choice and selection of methods but ‘advances thinking in all fields of enquiry’. Acknowledging that researchers hold a variety of views on children’s roles in research, Gray and McBlain (2015: 131) conclude that ‘it is the methodological stance adopted by the researcher which influences their choice of method.'
Bibliographical noteJane Murray is Associate Professor and Co-Director at the Centre for Education and Research, University of Northampton, UK. She has published extensively on early childhood education and social inclusion, and is Editor of the International Journal of Early Years Education.
- Early childhood education
- children's voices
- early childhood