Children researching their urban environment: developing a methodology

A Review of Approaches, Strategies and Ethical Considerations in Participatory Research With Children

“…Some authors reported an augmented comfort level in child research participants when other children were the interviewers, in contrast to adult interviewers, noting this practice seemed to decrease the power differential. For example, children tended to use “child-friendly questions, which helped the research participants feel “at ease” (Hacking & Barratt, 2009). This active involvement in data collection was presented as a learning opportunity for children—for example to learn how to formulate informative questions—which led to better-quality data (Reich et al, 2015).…”

From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

“…Children"s use of technology to engage with and in nature and ecological research was evident in the data set. Consistent in the literature is the capacity and competence of children as active ecological researchers (see, for example, Barratt Hacking & Barratt, 2009;Jagger, 2013;Somerville & Green, 2011). Furthermore, digital technologies have been utilized to support children"s ecological research with and in nature (see, for example, Gomes et al, 2016;Kacoroski et al, 2016;Song et al, 2012).…”

“…Children are capable of being active and engaged researchers and can conduct meaningful research on aspects of their local environment. This capacity is realized in Listening to Children: Environmental Perspectives and the School Curriculum (L2C), a United Kingdombased project which aimed to gain insights of children to influence their school curriculum (Barratt Hacking & Barratt, 2009). In this project, children aged 10-12 years old shared their experiences of their local community and environment, in order to make the school curriculum more relevant to them.…”

“…Children expressed the importance of the local natural environment to them. They wanted to see more wildlife in their environment, keep the environment clean and safe, and take part in caring for the environment (Barratt Hacking & Barratt, 2009). The promotion of children taking the role of researchers was integral in the project as they were recognized as environmental stakeholders, those who are or might be affected by decision making relating to the environment, and importantly, children were recognized as both present and future stakeholders (Barratt Hacking et al, 2007).…”

Προσχολική Εκπαίδευση Για Την Αειφορία Και Τέχνη

“…Η εμπλοκή των παιδιών μέσω της συμμετοχικής έρευνας ανέδειξε την ανάπτυξη μιας νέας προσέγγισης για την εξέταση των ζητημάτων περιβάλλοντος και αειφορίας στο νηπιαγωγείο. Η προσέγγιση αυτή φάνηκε πως εναρμονίστηκε με την προσωπική τους εμπειρία, ανέπτυξε τις ερευνητικές τους ικανότητες και τα βοήθησε να κατανοήσουν από πρώτο χέρι την αξία και τα οφέλη της έρευνας (Hacking & Barratt, 2010). Προκειμένου να εμπλέξει η εκπαιδευτικός-ερευνήτρια τα παιδιά σε αυτή τη συμμετοχική ερευνητική διαδικασία, αξιοποίησε επιλεγμένες μεθόδους της έρευνας που βασίζονται στην τέχνη (art-based research methods).…”