According to the article “Interrupting Listening to Children” by Moore (2014), several key ethical considerations in research involving young children are addressed. Moore highlights the importance of obtaining informed consent from children and their parents or guardians, considering children’s evolving capacities and their right to participate or withdraw from the research. The author emphasizes the need for researchers to prioritize the well-being and safety of children, ensuring that their participation is voluntary and that any potential risks are minimized. The article also emphasizes the importance of maintaining confidentiality and anonymity when reporting findings to protect the identities and privacy of young participants.
According to Mayne, Howitt, and Rennie (2018), the article “Rights, power and agency in early childhood research design” dwells on emphasizing the importance of respecting children’s rights as outlined in the UNCRC, including voluntary participation, informed consent from both children and parents or guardians and protecting privacy and confidentiality. Additionally, the article highlights the need to recognize power dynamics and promote child agency in research settings. They advocate for involving children as active participants, giving them a voice in research decisions, and acknowledging their diverse backgrounds and experiences.
According to Eidsvåg & Rosell, Y. (2021), several key points are highlighted. The article emphasizes the importance of staff support for children to experience different forms of belonging within peer groups. It raises ethical considerations regarding the decision-making power of staff in rearranging groups, as it may conflict with children’s right to participate and belong. Eidsvåg & Rosell Y. (2021) discuss the ethical considerations associated with children’s autonomy and their right to participate in decisions concerning their peer group. The article highlights the potential violation of this right when staff prevent children from playing with their preferred playmates. The article addresses ethical considerations by emphasizing the need for education staff to exercise moderation in using structural power and provide clear counselling and explanations to children regarding social interaction norms.
My article of choice, “Disseminating research results to kids” by Egli et al., 2019 emphasizes the importance of respecting children’s rights and roles in the research process, including involving them in disseminating research results. The article also highlights the need to avoid stigmatization and perpetuation of harmful stereotypes related to body size, junk food consumption, physical inactivity, gender, ethnicity, and socioeconomic inequality. The use of inclusive and affirming visual images and careful wording choices is discussed to mitigate potential harm and promote ethical practices in research dissemination.
What the authors of the four articles considered when considering participatory research with children.
The article “Interrupting Listening to Children” considers participatory research with children, considering the political possibilities and challenges in educational research. The author recognizes that involving children in research empowers them and acknowledges their agency and perspectives. Moore (2014) highlights the importance of creating safe and inclusive spaces for children to express their views and actively participate in decision-making. The article also discusses the challenges associated with power dynamics between researchers and children, emphasizing the need for researchers to adopt an ethical and respectful approach that values children’s voices and experiences.
In considering participatory research with children, Mayne, Howitt, and Rennie (2018), in the article “Rights, power and agency in early childhood research design”, consider the political possibilities and challenges in educational research. They recognize the need to challenge power imbalances and involve children as active contributors in knowledge creation. This involves shifting traditional power dynamics and empowering children to have a say in the research process. The article also addresses structural barriers that hinder children’s participation, discussing strategies such as creating inclusive research environments, collaborating with community organizations, and advocating for policy changes to support children’s rights and agency in research. Ethical considerations are paramount, and the authors emphasize obtaining informed consent, ensuring confidentiality, and prioritizing the well-being and rights of the children involved.
Additionally, Eidsvåg & Rosell Y. (2021) acknowledge that children have agency and perspectives that should be respected and included in the research process. The authors likely consider power dynamics and strive to create inclusive and empowering research environments for children. They also address the potential challenges of balancing children’s participation with ethical considerations, such as safeguarding their rights and well-being. The authors also likely recognize the importance of involving children in shaping educational practices and policies to ensure their voices and experiences are central to decision-making processes.
Lastly,” Egli et al., 2019 in the article “Disseminating research results to kids”, emphasize the importance of consulting children and incorporating their feedback throughout the research process, including disseminating results. The author recognizes the potential for empowering children and challenging power dynamics within educational research by involving children in decision-making and giving them a voice. The author also acknowledges the need for change and adaptation, meeting children where they are in both the digital and physical worlds, and being open to collaboration and seeking help from outside experts.
Engaging Children in Research Related to Social Justice Themes
Moore (2014) suggests several possibilities for engaging children in research related to social justice themes. It emphasizes the importance of addressing equity, diversity, and inclusion issues in educational research and involving children in exploring these themes. The authors highlight the potential of participatory research to promote social justice by giving voice to marginalized children and addressing power imbalances. They suggest that involving children in research on social justice can lead to a deeper understanding of their experiences and perspectives, enabling the development of more inclusive and equitable educational practices.
The article “Rights, power and agency in early childhood research design” reveals possibilities for engaging children in research related to social justice themes. According to Mayne, Howitt, and Rennie (2018), involving children as active participants, their perspectives and experiences can contribute to understanding social injustices and informing potential solutions. Children can offer unique insights into their lived realities, challenging dominant narratives and promoting more inclusive and equitable approaches to social justice issues. Engaging children in research can also foster their critical thinking skills, empathy, and agency, enabling them to actively participate in addressing social justice concerns within their communities.
According to the article “The Power of Belonging: Interactions and Values in Children’s Group Play in Early Childhood Programs” by Eidsvåg & Rosell, Y. (2021), the importance of understanding power dynamics within peer groups and promoting equitable participation and belonging for all children is highlighted. By involving children in research, particularly in participatory approaches, it becomes possible to explore and challenge social inequalities and injustices within educational settings. Children’s perspectives and experiences can shed light on discriminatory practices, exclusionary behaviours, and the need for inclusive policies and practices. Engaging children in research related to social justice themes allows for their agency, empowers their voices, and contributes to transformative educational practices.
Lastly,” Egli et al., 2019 suggest several possibilities for engaging children in research related to social justice themes. By involving children in the research process and disseminating results, the article promotes their active participation and agency, which can contribute to addressing social justice issues. The emphasis on inclusive visual representations, diverse perspectives, and the avoidance of stereotypes supports a more inclusive and equitable approach to research. Additionally, the article suggests the potential for future collaborations with advertising and marketing personnel to better understand their methods and tools, which can be used to promote health messages and advance social justice goals.
Wider Applications in Educational Practice/Praxis
The tips and insights gained from the NfAK study’s results dissemination process by Egli et al., 2019 can be applicable across various social science disciplines. Researchers, educators, and practitioners can benefit from consulting children and incorporating their feedback in research and educational initiatives. The emphasis on meeting children where they are in the digital world suggests the potential for utilizing digital technologies and platforms to engage children effectively. Furthermore, the article highlights the importance of creating visually appealing and inclusive materials, which can be translated into educational resources that promote diversity, inclusivity, and social justice in educational settings.
All four articles have additional applications of the research in terms of educational practice and praxis. Educators can create inclusive learning environments that empower children and promote active engagement by incorporating participatory research methods. The articles highlight the significance of considering social justice themes in educational research, which can contribute to developing more equitable educational practices and policies (Moore,2014.
In addition, participatory research methods can improve children’s engagement in their own learning, as well as their motivation and sense of ownership of that learning. In addition, the ethical considerations that were brought up in the articles offer helpful guidelines for conducting research with children. These principles can be applied not only in educational settings but also in a variety of other sectors that involve young participants. In the end, these articles argue for a change toward more ethical and participatory research techniques that put the rights and wellbeing of children at the forefront of the study agenda (Stapleton & Mayock, 2022)
References
Egli, V., Carroll, P., Donnellan, N., Mackay, L., Anderson, B., & Smith, M. (2019, June 6). Disseminating research results to kids: practical tips from the Neighbourhoods for Active Kids study. Kōtuitui: New Zealand Journal of Social Sciences Online, 14(2), 257–275. https://doi.org/10.1080/1177083x.2019.1621909
Eidsvåg, G. M., & Rosell, Y. (2021, March 26). The Power of Belonging: Interactions and Values in Children’s Group Play in Early Childhood Programs. International Journal of Early Childhood, 53(1), 83–99. https://doi.org/10.1007/s13158-021-00284-w
Mayne, F., Howitt, C., & Rennie, L. (2018, September). Rights, Power and Agency in Early Childhood Research Design: Developing a Rights-Based Research Ethics and Participation Planning Framework. Australasian Journal of Early Childhood, 43(3), 4–14. https://doi.org/10.23965/ajec.43.3.01
Moore, D. (2014, June). Interrupting Listening to Children: Researching with Children’s Secret Places in Early Childhood Settings. Australasian Journal of Early Childhood, 39(2), 4–11. https://doi.org/10.1177/183693911403900202
Stapleton, A., & Mayock, P. (2022, January 17). Structured ethical reflection as a tool to recognize and address power: a participatory action research study with separated young people in France. Educational Action Research, 1–21. https://doi.org/10.1080/09650792.2021.2008463
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