Towards an Understanding of Factors Influencing Early Years Professionals’ Practice of Consultation with Young Children

Davies, Sarah; Artaraz, Kepa

doi:10.1111/j.1099-0860.2008.00142.x

Cited by 9 publications

(9 citation statements)

References 6 publications

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“…Adults act as a barrier to children's participation (Davies and Artaraz 2009;Lopez et al 2012). Children confirm that adults normally do not respect them.…”

Section: Children's Participation In Disaster Risk Reductionmentioning

confidence: 96%

Taking Children’s Voices in Disaster Risk Reduction a Step Forward

Mudavanhu

Manyena

Collins

et al. 2015

Int J Disaster Risk Sci

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Disaster risk reduction (DRR) continues to gain momentum globally and locally, but there is a notable void in the DRR literature on the role of children in communitylevel disaster risk management in Zimbabwe. Children are among the most vulnerable groups when disasters occur, yet their voices in disaster risk reduction are rarely heard. Using a qualitative methodology, this article examines the extent to which children are involved in disaster risk reduction in Muzarabani District, Zimbabwe. Despite evidence of the potential positive impact that children can have on DRR, their involvement in risk reduction planning in Zimbabwe is negligible. To achieve greater resilience to disasters requires that children's voices are heard and recognized as central to improved disaster risk reduction.

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“…Adults act as a barrier to children's participation (Davies and Artaraz 2009;Lopez et al 2012). Children confirm that adults normally do not respect them.…”

Section: Children's Participation In Disaster Risk Reductionmentioning

confidence: 96%

Taking Children’s Voices in Disaster Risk Reduction a Step Forward

Mudavanhu

Manyena

Collins

et al. 2015

Int J Disaster Risk Sci

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“…In the context of this study, participation is understood as a child's right to be involved in their learning and sharing responsibility and power for decision making about matters that affect their lives (Davies and Artaraz, 2009;Hill et al, 2004;Article 12 (UNCRC) 1989). Participation is underpinned by progressive steps involving listening to and consultation with children (Shier, 2001;Lancaster, 2003) which are crucial in building a pedagogical space that contributes to children's learning and well-being where they can make independent choices, share responsibility and make sense of their learning (Clark, 2005(Clark, , 2004Nutbrown, 1996).…”

Section: An Emancipatory Theoretical Frameworkmentioning

confidence: 99%

Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children

McLeod

2013

Professional Development in Education

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This paper explores whether teacher's habits and assumptions about their practice can be enhanced by Continued Professional Development through nurturing self-awareness of lived experiences. Within the paper a practical understanding of critical reflection as a process is explored and particular attention is given to Moon's (2008) assertion that one person cannot make another person reflect. Reflection as a process is re-evaluated through the application of Theory U and the axiom that reflection needs to start with the self. The paper's central argument is that at the heart of critical reflection is the need for embodied readiness. Without such openness as the first step, critical reflection is misinterpreted. The main outcome of the study was the development of '9 R's of Reflection', a practical framework which enabled critical reflection to become part of teachers' day to day practice enabling them to focus positively on the challenges they faced within the applied educational setting. The findings of the study demonstrate that the '9 R's' broke down sites of conflict between the desire to follow children's interests and the pressure to conform to the technical demands that dominate modern education so that the teachers changed their habits and become better at participatory teaching.

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“…Sinclair (2004) ''has suggested there has not been enough evaluation of the outcomes of participation and it is important that researchers write in greater depth and more transparently about the participative processes in young people's research'' (cited in Franks, 2009, p. 9). Furthermore, while children with special education needs and disabilities have been involved to varying degrees in research*as respondents/participants within data collection activities (Gordon, 2003;Henry, 2002;NICCY, 2008b;Ravet, 2007;Slevin, Truesdale-Kennedy, McConkey, Fleming, & Livingstone, 2008;Taylor, 2007) and as researchers in the design and conduct of the research (Educable, 2000;Kelly, McColgan, & Scally, 2000)*these children (Curtin & Murtagh, 2007;Franklin & Sloper, 2009;Stein, 2009) and very young children (Davies & Artaraz, 2009) are less likely to be represented, in the published literature in this area, than their older and non-disabled peers (Hill et al, 2004). Furthermore, participative research activity reported to date has documented less with regard to involving children and young people in decision-making about research design and instrumentation than with regard to data collection and analysis.…”

mentioning

confidence: 98%

Involving Children in the Design and Development of Research Instruments and Data Collection Procedures: A Case Study in Primary Schools in Northern Ireland

Turtle

McElearney²,

Scott

2010

Child Care in Practice

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Children's right to participate as enshrined in Article 12 of the United Nations Convention on the Rights of the Child is increasingly evident in the rhetoric of policy documents as well as in practice and research with children and young people. Children's participation in research is being facilitated in a range of creative ways, including as researchers and advisory group members. This article presents a case study documenting and describing the process by which children from a special and mainstream primary school participated, via their school councils, in the design and development of research instruments and data collection procedures for a research study concerned with exploring the development of a preventative child abuse education programme for primary school pupils in Northern Ireland. Children were involved in three important tasks: critiquing and considering the format and content validity of the Children's Knowledge of Abuse Questionnaire, devising guidelines for being safe while collecting photographic data with disposable cameras, and devising a procedure for matching child and parent questionnaire data. This process of involving children is described and the outcomes for the research process and the children themselves are explored.

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Towards an Understanding of Factors Influencing Early Years Professionals’ Practice of Consultation with Young Children

Cited by 9 publications

References 6 publications

Taking Children’s Voices in Disaster Risk Reduction a Step Forward

Taking Children’s Voices in Disaster Risk Reduction a Step Forward

Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children

Involving Children in the Design and Development of Research Instruments and Data Collection Procedures: A Case Study in Primary Schools in Northern Ireland

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