Exploring informed consent and dissent through children's participation in educational research

Bourke, Roseanna; Loveridge, Judith

doi:10.1080/1743727x.2013.817551

Cited by 45 publications

(34 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In their review of the domestic violence literature, Morris et al (2012) point to a number of examples where researchers have adopted a passive consent approach: where children are given the choice to participate in studies unless their parent responds to an information letter and says they are unhappy for their child to participate, and others where children have responded to widely advertised invitations to participate in anonymous online questionnaires (Campbell, 2008). These approaches have been used in a range of projects with children, particularly when working in education settings (Bourke & Loveridge, 2014;Gallagher et al, 2010).…”

Section: Consentmentioning

confidence: 99%

Safe and Sound: Exploring the safety of young people in residential care

Moore¹,

McArthur²,

Roche³

et al. 2016

View full text Add to dashboard Cite

show abstract

Section: Consentmentioning

confidence: 99%

Safe and Sound: Exploring the safety of young people in residential care

Moore¹,

McArthur²,

Roche³

et al. 2016

View full text Add to dashboard Cite

show abstract

“…To ensure the confidentiality and anonymity of participating children, all names in this article are reported using pseudonyms. The Graduate School of Education, University of Bristol, actively promotes ethicalmindfulness, which was also adopted throughout the fieldwork by sensitively listening out for unheard voices of young children in their decision towards participation in the research(Aubrey et al 2000;Alderson 1995; Docket, Einarsdottir and Perry 2011;Bourke and Loveridge 2014). Furthermore, ethical procedures including approval by the lead author's home institution ethics committee, were completed prior to the fieldwork taking place.…”

mentioning

confidence: 99%

Understanding and supporting block play: Video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking

Otsuka

Jay

2016

Early Child Development and Care

View full text Add to dashboard Cite

This article reports on a study conducted to investigate the development of abstract thinking in preschool children (ages from 3 years to 4 years old) in a nursery school in England. Adopting a social influence approach, the researcher engaged in 'close listening' to document children's ideas expressed in various representations through video observation. The aim was to identify behaviours connected with features of the functional dependency relationshipa cognitive function that connects symbolic representations with abstract thinking.The article presents three episodes to demonstrate three dominating features, which are i) child/child sharing of thinking and adult and child sharing of thinking; ii) pause for reflection; and iii) satisfaction as a result of self-directed play. These features were identified as signs of learning, and were highlighted as phenomena that can help practitioners to understand the value of quality play and so provide adequate time and space for young children and plan for a meaningful learning environment. The study has also revealed the importance of block play in promoting abstract thinking.

show abstract

“…In short, we suggest there is a need for universities to give as much weight to exploring and supporting innovative methods for communicating with research participants, particularly children and young people, as it does to promoting the status quo. Crucially, such exploration should also include considerations of how children may dissent from, or opt out, of giving their views or taking part in the research (Lewis, ; Bourke & Loveridge, ).…”

Section: Discussionmentioning

confidence: 99%

High risk yet invisible: conflicting narratives on social research involving children and young people, and the role of research ethics committees

Parsons

Abbott

McKnight

et al. 2015

British Educational Res J

View full text Add to dashboard Cite

Universities have a special status in society because of the position they hold within their communities and their responsibilities for civic leadership. Consequently, there are increasing calls on universities to make their processes, teaching and finances more transparent to the general public in order to promote greater accountability. Guidance from the Association for Research Ethics Committees includes openness as one of the key principles for research ethics governance but little is known about whether universities are making information about these processes available to the public. Additionally, given the central importance of children and young people as stakeholders in education research, there is particular interest in what the available information would reveal about their inclusion in social research. A search of the websites of 33 social science research-leading institutions in the UK found that only 20 (60%) had publicly accessible information about ethics review and governance. The available information was highly variable in terms of detail, format and procedures and not very easy to locate. Information about the involvement of children and young people in social research was even more limited and variable; tending to emphasise the 'vulnerable' status of children as participants and yet providing little or no information about how to effectively support children to provide informed consent. The article concludes with discussion of the potentially concerning impact of this on the involvement of children and young people in research and the need for universities to do more to generate, share and encourage greater innovation in this area.

show abstract

Exploring informed consent and dissent through children's participation in educational research

Cited by 45 publications

References 26 publications

Safe and Sound: Exploring the safety of young people in residential care

Safe and Sound: Exploring the safety of young people in residential care

Understanding and supporting block play: Video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking

High risk yet invisible: conflicting narratives on social research involving children and young people, and the role of research ethics committees

Contact Info

Product

Resources

About