Welcome in! How the academy can warrant recognition of young children as researchers

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The academy has tended to marginalise young children as researchers, even in matters affecting them, which denies young children agency and amounts to social injustice. Drawing on the Young Children As Researchers (YCAR) study, which adopted a qualitative ‘jigsaw’ methodology to co-research with children aged 4-8 years (n=138), their parents, practitioners, and professional researchers, this article considers epistemological factors and epistemological categories that may support young children’s research behaviours in everyday activities. Those support structures are helpful in securing a warrant for recognising young children’s self-directed research on the academy’s terms. That recognition has potential to re-position young children away from the margins of research to an intrinsic position in research concerning matters that affect them, securing their rights as researchers. Such research can inform early childhood policy and practice in a deeply grounded manner that values young children as competent thinkers with expertise concerning their own lives.
Original languageEnglish
JournalEuropean Early Childhood Education Research Journal
Volume25
Issue number2
Early online date24 Feb 2017
DOIs
Publication statusPublished - 1 Apr 2017

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Keywords

  • Young Children as Researchers
  • early childhood education
  • epistemological categories
  • epistemological factors
  • jigsaw methodology
  • marginalisation

Cite this

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abstract = "The academy has tended to marginalise young children as researchers, even in matters affecting them, which denies young children agency and amounts to social injustice. Drawing on the Young Children As Researchers (YCAR) study, which adopted a qualitative ‘jigsaw’ methodology to co-research with children aged 4-8 years (n=138), their parents, practitioners, and professional researchers, this article considers epistemological factors and epistemological categories that may support young children’s research behaviours in everyday activities. Those support structures are helpful in securing a warrant for recognising young children’s self-directed research on the academy’s terms. That recognition has potential to re-position young children away from the margins of research to an intrinsic position in research concerning matters that affect them, securing their rights as researchers. Such research can inform early childhood policy and practice in a deeply grounded manner that values young children as competent thinkers with expertise concerning their own lives.",
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Welcome in! How the academy can warrant recognition of young children as researchers. / Murray, Jane.

In: European Early Childhood Education Research Journal, Vol. 25, No. 2, 01.04.2017.

Research output: Contribution to journalArticleResearchpeer-review

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