Participatory research methods with young children: a systematic literature review

Sevón, Eija; Mustola, Marleena; Siippainen, Anna; Vlasov, Janniina

doi:10.1080/00131911.2023.2215465

Cited by 10 publications

(2 citation statements)

References 72 publications

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“…Many studies describe the benefit of using participatory activities, for example, drawing, use of sticky notes, and categorising of pictures using letter boxes, when working with CYP to identify their information needs [ 40 , 41 , 42 ]. The use of multiple types of methods, particularly including visual and linguistic methods, is suggested to be particularly beneficial for CYP as it allows them to engage using a range of methods of expression [ 43 ]. The primary school activities were successful at getting CYP to engage in the topic and consider the different elements needed to produce successful health information materials.…”

Section: Discussion and Lessons Learnedmentioning

confidence: 99%

Coproducing Health Information Materials With Young People: Reflections and Lessons Learned

Faux‐Nightingale,

Somayajula,

Bradbury

et al. 2024

Health Expectations

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BackgroundThis paper describes and critically reflects on how children and young people (CYP) acted as public advisors to coproduce health information materials about Long Covid for younger audiences. This work was underpinned by the Lundy model, a framework which provides guidance on facilitating CYP to actively contribute to matters which affect them.MethodsCoproduction activity sessions took place with CYP in schools as well as video conferences with a CYP stakeholder group and CYP with Long Covid. Activities encouraged CYP to focus on the content, format, and design of materials and used problem‐based and collaborative learning to encourage engagement with the project. Using a range of methods and open discussion, CYP codesigned a series of Long Covid health information materials for younger audiences.ResultsSixty‐six CYP (aged 10–18), and two young adults were involved. CYP codesigned specifications for the final materials and provided feedback on early designs. The project led to the development of a series of health information materials targeted at CYP: a short social media campaign with six short videos and a 12‐page illustrated leaflet about Long Covid; released on social media and distributed in local area. All the CYP were positive about the project and their involvement.DiscussionInvolving CYP led to the development of innovative and engaging information materials (influence). Developing rapport was important when working with CYP and this was facilitated by using approaches and activities to establish an environment (space) where the CYP felt comfortable sharing their views (voice) and being listened to (audience) by the adults in the project. Working with external groups who are willing to share their expertise can help the meaningful involvement of voices ‘less heard’.Public ContributionOne CYP coapplicant contributed to the project design and facilitation of PPIE sessions, 64 CYP were involved in the PPIE sessions to design and feedback on materials. Two young adult media producers worked with CYP to produce these materials, another CYP supported this process. Three public contributors were involved in the preparation of this manuscript.

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Section: Discussion and Lessons Learnedmentioning

confidence: 99%

Coproducing Health Information Materials With Young People: Reflections and Lessons Learned

Faux‐Nightingale,

Somayajula,

Bradbury

et al. 2024

Health Expectations

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“…This perspective is widely agreed on in the field of childhood studies (James & Prout, 1997). However, much research continues to explore young children's voices (Elwick et al, 2014;Fargas-Malet et al, 2010;Schiller & Einarsdottir, 2009) and seek methods and approaches that enable adults (researchers) to better understand children's perspectives (Atkinson, 2019;Correia et al, 2023;Gräfe & Englander, 2022;Sevón et al, 2023). In this regard, this study adopted a socio-spatial approach (Löw, 2016;Massey, 2005) that serves as both a theoretical and a methodological tool for exploring young children's active participation in co-constructing their own transition process (Raittila, 2011;Raittila & Vuorisalo, 2021).…”

Section: The Ecec Transition Spacementioning

confidence: 99%

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Lucas Revilla,

Rutanen,

Sevón

et al. 2024

Barn

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Only by observing and listening to children can we learn about their unique ways of understanding the world. This study explored the ways in which children under the age of two contributed to co-constructing their own transition process to an early childhood education and care (ECEC) setting and how their contributions were constructed by the space. Video-recorded arrivals of four children under two during their first months in ECEC were scrutinized following the principles of interaction analysis, supported by socio-spatial theory. The recordings were made on seven observation days over seven months. The results show that young children contribute to co-constructing their transition arrivals by creatively drawing on the opportunities available in the ECEC space during the transition period and by creating new ones. The results also illuminate how the space mediates children’s contributions.

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Realising the potential of participatory research in youth mental health: Time to go back to basics

Biddle,

Haime

2024

JCPP Advances

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The importance of embedding participatory methods within youth mental health research is well accepted and often a funding prerequisite. However, we argue that there is a need to revisit the core values of the approach in order to ensure that participatory methods remain meaningful, effective and authentic. This should entail rigorously examining ‘why’ and ‘how’ to approach participatory methods ‐ not merely outlining the ‘what’ and ‘when’. We need to prioritise the naturalistic epistemic advantage youth can bring to our research, assigning them a unique collaborative role to reflect this rather than seeking to professionalise our participants. Similarly, we should explore innovative methods to empower youth to apply their lived experience and knowledge alongside the researcher. Equally, we must continue to reflect on our roles as researcher, ensuring we develop the skills necessary for participatory research with children and young people.

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Participatory research methods with young children: a systematic literature review

Cited by 10 publications

References 72 publications

Coproducing Health Information Materials With Young People: Reflections and Lessons Learned

Coproducing Health Information Materials With Young People: Reflections and Lessons Learned

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Realising the potential of participatory research in youth mental health: Time to go back to basics

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