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Abstract
Children's research abilities have become increasingly recognised by adults, yet children remain excluded from the academy. This restricts children's freedom to make choices in matters affecting them, underestimates their capabilities and denies children particular rights. The present paper reports on young children's problem-solving as part of a small-scale interpretive study designed to reconceptualise ways in which children's naturalistic behaviours may be perceived as research. Within a ‘jigsaw methodology’ designed to accommodate participatory, emancipatory and inductive approaches, multi-modal case studies were co-constructed with children aged four to eight (n = 138) and their practitioners (n = 15) in three primary schools and with selected children and their primary carers participating at home. Outcomes include the reassertion by academics of problem-solving as research behaviour, the capturing of young children's engagements in problem-solving as research behaviour and the identification of a range of factors affecting the children's problem-solving activity, including high-order thinking.
Original language | English |
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Pages (from-to) | 1147-1165 |
Number of pages | 18 |
Journal | Early Child Development and Care |
Volume | 183 |
Issue number | 8 |
Early online date | 18 Jun 2013 |
DOIs | |
Publication status | E-pub ahead of print - 18 Jun 2013 |
Keywords
- children as researchers
- children's rights
- early childhood
- problem-solving
- ‘jigsaw’ methodology
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Dive into the research topics of 'Young children's research behaviour? Children aged four to eight years finding solutions at home and at school'. Together they form a unique fingerprint.Activities
- 1 Oral presentation
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Young children’s research behaviours: teachers and parents as help or hindrance?
Jane Murray (Speaker)
13 Sept 2016 → 15 Sept 2016Activity: Academic Talks or Presentations › Oral presentation › Research