Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children

Mayne, Fiona; Howitt, Christine; Rennie, Léonie J.

doi:10.1080/13603116.2016.1260833

Cited by 17 publications

(12 citation statements)

References 24 publications

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“…Es importante destacar que la Convención sobre los Derechos del Niño (CDN) contribuye a la práctica reflexiva en la medida en que "ubica los ejes a lo largo de los cuales se definen los derechos del niño e investigadores, entre otros, para dar cuenta de los impactos de sus propias decisiones" (Aitken y Herman, 2009: 19). La participación de las infancias en la investigación supone ir más allá del consentimiento informado por parte del adulto referente: requiere de una participación más activa, creando espacios y momentos de información de calidad, comprensión, implicación con voz e influencia de las niñas y los niños en todo el proceso de la investigación, de forma libre y plena (Mayne et al, 2017(Mayne et al, , 2018. Entre las propuestas de los ¿cómos?…”

Section: Claves Epistemológicas Para Investigar Con Niñas Niños Y Adunclassified

Aportes reflexivos para la investigación con las infancias. Corresponsabilidad en el avance de su participación

Tortajada¹,

Torres²,

Càmara³

et al. 2021

SOCI

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¿Cómo avanzar en una investigación más inclusiva y participativa en el ámbito de la participación de las infancias? El objetivo del presente artículo consiste en aportar, desde la reflexión epistemológica y metodológica, algunas experiencias reales en las que las niñas, los niños y los adolescentes son agentes activos de la investigación. Es necesario avanzar en una investigación con las infancias y disminuir la investigación de carácter adultocéntrico. Las aportaciones, desde tres investigaciones desarrolladas en el ámbito de la participación social y política de las niñas y los niños, muestran algunos de los contextos, técnicas y prácticas sensibles a la ética de investigación participativa con las infancias. Se proponen algunas ideas y elementos reflexivos para seguir avanzado en una mayor y mejor corresponsabilidad de la participación de las infancias en estos procesos de coinvestigación como una práctica participativa en sí misma que promueve la agencia y el proceso de construcción de la ciudadanía activa y activista, así como construyen su rol como investigadores.

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Section: Claves Epistemológicas Para Investigar Con Niñas Niños Y Adunclassified

Aportes reflexivos para la investigación con las infancias. Corresponsabilidad en el avance de su participación

Tortajada¹,

Torres²,

Càmara³

et al. 2021

SOCI

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“…Parents were invited to ask any questions and encouraged to discuss the research with family members before agreeing to participate. Children also had the research described to them through watching and discussing a digital story (Mayne et al, 2017).…”

Section: Data Collectionmentioning

confidence: 99%

Using Individualized Photobooks to Enhance 3- and 4-Year-Old Children’s Science Identity Through a Science Outreach Program

Howitt

Rennie

2021

Front. Educ.

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This paper describes how individualized photobooks were used to support 3- and 4-year-old children in demonstrating their science learning and developing their science identity through participation in a science outreach program. Photographic images stimulate children’s visual thinking and allow them to provide explanations of complex concepts using their language, thus supporting children at their level of understanding. Twenty child/parent dyads were video-recorded interacting with the exhibits during a Science Outreach program into Western Australian community playgroups. Screen shots from the video-recordings were used to develop individual printed photobooks for each child. One week after the program, the photobooks were used in a photo-elicitation conversation with the children (accompanied by their parents) about how the exhibits worked. Children took their photobooks home and 7 weeks after the program parents were interviewed about how the photobooks were used. The photobooks were found to assist the children in demonstrating their science understandings by providing a context for conversation and allowing the children to show their competence, use multiple forms of communication (verbal, non-verbal and through parent), and participate or withdraw on their terms. At home, the photobooks were found to be a focus for the children to share their knowledge of the Outreach program with family members, give the children a voice, and provide them with time to express their understandings. Having the child as narrator of his/her story and the adult as listener empowered the child’s sense of identity. The use of individualized photobooks was found to contribute to the development of the children’s identity and increase their agency in science and enhanced the parents’ perceptions of their children as young scientists.

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“…Expanded Conceptual Model of the Interactive Narrative Approach to Meaningful Early Childhood Informed Consent (Mayne, Howitt & Rennie, 2016) consent into a conceptual model, it becomes clear that the process of informing young children requires expertise and knowledge on a number of levels. Five noteworthy considerations, which are required when designing research that supports children's rights and agency, can be identified (Mayne et al, 2016;Mayne, Howitt & Rennie, 2017). These include: (1) drawing on contemporary rights-based theory as the foundation for the project;…”

Section: Practical Design Considerationsmentioning

confidence: 99%

“…The Quality of understanding segment of the main circle (top right) is the second major component of the reinforcing cycle and is based on two empirical papers, Mayne et al (2017) and Mayne, Howitt and Rennie (in preparation).…”

Section: Quality Of Understandingmentioning

confidence: 99%

Rights, Power and Agency in Early Childhood Research Design: Developing a Rights-Based Research Ethics and Participation Planning Framework

Mayne

Howitt

Rennie

2018

Australasian Journal of Early Childhood

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Australia YOUNG CHILDREN'S RIGHTS, power and agency in research are dependent on adult agendas that are enmeshed throughout every research project. This paper presents a Rights-Based Research Ethics and Participation Planning Framework that defines and unpacks the components of a rights-based approach to early childhood research. This new framework supports researchers to plan projects that uphold children's rights, shift the balance of power towards the child, and provide opportunities for children to exercise voice and agency. The Planning Framework provides guidance from project conceptualisation to implementation through a three-stage process focusing on ethical foundations, practical design considerations and implementation of rights-based research. The first stage of this Planning Framework relates to the overall research design, the researcher's perspective of children's capacities and the child's perspective of the research culture. The second stage highlights key considerations for designing research that supports children's rights and agency. The third stage discusses implementation and the range of participation levels accessible to young children in research. The paper concludes with insight into how the Planning Framework can be used as a step-by-step process, and insight into the link between appropriately communicated information and young children's rights, power and agency within research participation.

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Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children

Cited by 17 publications

References 24 publications

Aportes reflexivos para la investigación con las infancias. Corresponsabilidad en el avance de su participación

Aportes reflexivos para la investigación con las infancias. Corresponsabilidad en el avance de su participación

Using Individualized Photobooks to Enhance 3- and 4-Year-Old Children’s Science Identity Through a Science Outreach Program

Rights, Power and Agency in Early Childhood Research Design: Developing a Rights-Based Research Ethics and Participation Planning Framework

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