Is it possible to access the ‘voice’ of pre‐school Children? Results of a research project in a pre‐school setting

Cremin, Hilary; Slatter, Barbara

doi:10.1080/0305569042000310363

Cited by 46 publications

(27 citation statements)

References 6 publications

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“…5. This study modified an approach used by Cremin and Slatter (2004) and developed a matrix for the children who had been interviewed to analyse their individual interests. This clearly illuminated the nature of children's interests in the home and centre settings.…”

Section: Resultsmentioning

confidence: 99%

“…Consistent with Cremin and Slatter (2004), I defined the term 'children's interests' as 'children's spontaneous, self-motivated play, discussions, inquiry, and/or investigations that derive from their social and cultural experiences' (Hedges 2007). However, I argued that the notion of curriculum emerging from children's interests from a play-based perspective invites a low-level interpretation.…”

Section: Children's Interestsmentioning

confidence: 99%

“…Further, while some studies have shed light indirectly on some children's interests, few have focused directly on investigating the nature of children's interests themselves. Of the relevant studies located (Renninger and Wozniak 1995, Cremin and Slatter 2004, Johnson et al 2004, Gmitrova et al 2009), all defined children's interests as activities or objects in the play environment (e.g. playdough, blocks, dolls, trains, trucks).…”

Section: Children's Interestsmentioning

confidence: 99%

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Early years curriculum: funds of knowledge as a conceptual framework for children’s interests

Hedges

Cullen

Jordan

2011

Journal of Curriculum Studies

144

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Section: Resultsmentioning

confidence: 99%

Section: Children's Interestsmentioning

confidence: 99%

Section: Children's Interestsmentioning

confidence: 99%

See 1 more Smart Citation

Early years curriculum: funds of knowledge as a conceptual framework for children’s interests

Hedges

Cullen

Jordan

2011

Journal of Curriculum Studies

144

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“…Historically, many academics have viewed children as 'future adults' who are not yet developmentally capable of being active research participants (Cremin & Slatter, 2004;Harris & Barnes, 2009;Mayall, 2008). However, recent research has demonstrated an alternative perspective that reflects the paradigm shift in the study of the sociology of childhood which recognises that children have agency.…”

Section: Introductionmentioning

confidence: 99%

Engaging young children in research through photo elicitation

Pyle

2013

Early Child Development and Care

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Embracing the new sociology of childhood, this paper describes a participatory research method built on a belief in the competency of young children. The paper begins with a critical review of the photo elicitation literature exploring the varied levels of children's participation. Drawing on the strengths of the previous research, a multi-step photo elicitation method was developed and implemented with 32 kindergarten-aged children that provided opportunities for the collection of both verbal and non-verbal data. These young participants both supported and provided additional insights into the method while demonstrating their ability to contribute meaningfully to research about their classroom-based learning experiences.

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“…A good deal of work in this area has focused on adolescents, particularly in capturing their perspective as a basis for school improvement (see for example, Rudduck and Flutter 2004;McIntyre et al 2005). However, a number of studies have extended this approach to incorporate very young children, even those at pre-school level (see Clark 2007;Cremin and Slatter 2004).…”

mentioning

confidence: 98%

Understanding Parental Influence on Educational Outcomes Among 9 Year Olds in Ireland: The Mediating Role of Resources, Attitudes and Children’s Own Perspectives

et al. 2009

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The relationship between parental background and children's educational outcomes has been a dominant theme within the sociology of education. There has been an on-going debate as to the relative merits of explanations which focus on the role of socio-cultural reproduction and those which focus on rational choice. However, many empirical studies within the social stratification tradition fail to allow for children's own agency in shaping the relationship between social background and schooling outcomes. This paper draws on the first wave of a large-scale longitudinal study of over 8,000 nine-year-old children in Ireland, which combines information from parents, school principals, teachers and children themselves. Both social class and parental education are found to have significant effects on reading and mathematics test scores among nine year olds. These effects are partly mediated by home-based educational resources and activities, parents' educational expectations for their child, and parents' formal involvement in the school. More importantly, children's own engagement with, and attitudes to, school significantly influence their academic performance. The influence of children's own attitudes and actions can thus reinforce or mitigate the effect of social background factors. The analysis therefore provides a bridge between the large body of research Child Ind Res (2010) 3:85-104 on the intergenerational transmission of inequality and the emerging research and policy literature on children's rights.

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Is it possible to access the ‘voice’ of pre‐school Children? Results of a research project in a pre‐school setting

Cited by 46 publications

References 6 publications

Early years curriculum: funds of knowledge as a conceptual framework for children’s interests

Early years curriculum: funds of knowledge as a conceptual framework for children’s interests

Engaging young children in research through photo elicitation

Understanding Parental Influence on Educational Outcomes Among 9 Year Olds in Ireland: The Mediating Role of Resources, Attitudes and Children’s Own Perspectives

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