Skip to main content

Advertisement

SpringerLink
Log in

A Review of Research in Educational Settings Involving Children’s Responses

  • Published:
Child Indicators Research Aims and scope Submit manuscript

Abstract

The aim of this review was to locate research in educational settings incorporating responses from children with or without disabilities or special educational needs, and to describe how the research was conducted. The review was guided by a literature review outline and inspired by a thematic analysis. It encompasses 24 empirical articles published between 1983 and 2012 inclusive. The researchers who involved children’s responses in their research obtained the data by adopting traditional data collection methods such as interviews, observations and questionnaires, and by adopting innovative data collection methods such as visualisations, writing, child-directed tours and informal discussions. The researchers offered special support to children with disabilities or special educational needs which created opportunities for those children to opinion-share. The special support was relational and material such as assistance from an adult or peer, the use of picture symbols and child preferences, and the exclusion of difficult questions. Implications for theory and practice are offered.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Participatory is a term that refers to the active engagement of children during research (Clark and Moss 2011; Gray and Winter 2011).

  2. Research that is planned, conducted and analysed by children with support from an adult (a researcher) can be termed as child-lead research (Kellet 2011).

References

  • Ben-Arieh, A. (2006). Measuring and monitoring the well-being of young children around the world. Paper commissioned for the EFA Global Monitoring Report 2007, Strong foundations: Early childhood care and education. United Nations Educational, Scientific and Cultural Organisation.

  • Boaz, A., & Sidford A. (2006). Reviewing Existing Research. In G. Nigel (Eds), From Postgraduate to Social Scientist. (pp. 7–24). Sage Research Methods Database, e-book.

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

    Article  Google Scholar 

  • Christensen, P., & James, A. (2008). Introduction: Researching children and Childhood Cultures of Communication. In P. Christensen & A. James (Eds.), Research with children perspectives and practices (2nd ed., pp. 1–9). London: Routledge.

    Google Scholar 

  • Clark, A., & Moss, P. (2011). Listening to young children: the mosaic approach (2nd ed.). London: National Children’s Bureau.

    Google Scholar 

  • Clark, A., McQuail, S., & Moss, P. (2003). Exploring field of listening to and consulting with young children. http://dera.ioe.ac.uk/8367/1/RR445.pdf Accessed 8 September 2013.

  • Dockett, S., & Perry, B. (2011). Researching with young children: Seeking assent. Child Indicators Research, 4(2), 231–247.

    Article  Google Scholar 

  • Dockett, S., Einarsdottir, J., & Perry, B. (2009). Researching with children: Ethical tensions. Journal of Early Childhood Research, 7(3), 283–298.

    Article  Google Scholar 

  • Dockett, S., Einarsdottir, J., & Perry, B. (2012). Young children’s decisions about research participation: Opting out. International Journal of Early Years Education, 20(3), 244–256.

    Article  Google Scholar 

  • Due, C., Riggs, W. D., & Augoustinos, M. (2014). Research with Children of Migrant and Refugee Backgrounds: A Review of Child-Centered Research Methods. Child Indicators Research, 7(1), 209–227.

    Article  Google Scholar 

  • European Commision (2012). Special needs children and disabled adults still getting a raw deal from education, says report. Commission Press Release (July). http://europa.eu/rapid/press-release_IP-12-761_en.htm Accessed 20 January 2014.

  • European Agency for Development in Special Needs Education (2009). Huvudprinciper för att främja kvalitet i inkluderande undervisningsmiljöer: underlag för beslutsfattare [Key Principles for Promoting Quality in Inclusive Education: Recommendations for Policy Makers]. Odense: European Agency for Development in Special Needs Education.

  • Fargas-Malet, M., McSherry, D., Larkin, E., & Robinson, C. (2010). Research with children: Methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2), 175–192.

    Article  Google Scholar 

  • Fattore, T., Mason, J., & Watson, E. (2007). Children’s conceptualization(s) of their well-being. Social Indictors Research, 80(1), 5–29.

    Article  Google Scholar 

  • Freeman, M., & Mathison, S. (2009). Researching children’s experiences. New York: Guilford Press.

    Google Scholar 

  • Harcourt, D., Perry, B., & Waller, T. (2011). Researching young children’s perspectives: debating the ethics and dilemmas of educational research with children. Abingdon: Routledge.

    Google Scholar 

  • Hill, M. (1997). Participatory research with children. Child and Family Social Work, 2, 171–183.

    Article  Google Scholar 

  • Kellet, M. (2011). Empowering Children and Young people as researchers: Overcoming Barriers and Building Capacity. Child Indicators Research, 4(2), 205–219.

    Article  Google Scholar 

  • Mason, J., & Danby, S. (2011). Children as experts in their lives: Child inclusive research. Child Indicators Research, 4(2), 185–189.

    Article  Google Scholar 

  • Organisation for Economic Co-operation and Development. (2007). Students with disabilities, learning difficulties and disadvantages: policies, statistics and indicators. Paris: Organisation for Economic Co-operation and Development (OECD).

  • Pollard, E. L., & Lee, P. D. (2003). Child well-being: A systematic review of the literature. Social Indicators research, 61(1), 59–78.

    Article  Google Scholar 

  • Roberts, H. (2008). Listening to Children: and Hearing Them. In P. Christensen & A. James (Eds.), Research with children: perspectives and practices (2nd ed., pp. 260–275). London: Routledge.

    Google Scholar 

  • Sheridan, S. (2001). Pedagogical quality in preschool: an issue of perspectives. Diss. Göteborg: Univ., 2001. Göteborg. (red.) (2008).

  • Svenska Unescorådet (2006). Salamancadeklarationen och Salamanca +10. [Stockholm]: Svenska Unescorådet.

  • Tangen, R. (2008). Listening to children’s voice in educational research: some theoretical and methodological problems. European Journal of Special Needs Education, 23(2), 157–166.

    Article  Google Scholar 

  • Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 1–10.

    Article  Google Scholar 

  • United Nations. (1989). Convention on the Rights of the Child. http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx Accessed 8 September 2013.

  • United Nations. (2008). Convention on the Rights of Persons with Disabilities. http://www.regeringen.se/content/1/c6/12/36/15/618de295.pdf Accessed 20 January 2014.

  • United Nations Children’s Fund. (2013). Child well-being in rich countries. A comparative overview. http://www.unicef.org/media/files/RC11-ENG-embargo.pdf Accessed 21 November 2013.

  • Word Health Organization. (2013). Mental health: a state of well-being. http://www.who.int/features/factfiles/mental_health/en/ Accessed 25 January 2014.

  • Yardley, A. C. (2011). Children as experts in their own lives: Reflections on the principles of creative collaboration. Child Indicators Research, 4(2), 191–204.

    Article  Google Scholar 

References (review)

  • Ajodhia-Andrews, A., & Berman, R. (2009). Exploring School Life From the Lens of a Child Who Does Not Use Speech to Communicate. Qualitative Inquiry, 15(5), 931–951.

    Article  Google Scholar 

  • Barksdale, M. A., & Triplett, F. C. (2010). Valuing children’s voices. Current Issues in Education, 13(4), 1–35.

    Google Scholar 

  • Berguno, G., Leroux, P., McAinsh, K., & Shaikh, S. (2004). Children’s Experience of Loneliness at School and its Relation to Bullying and the Quality of Teacher Interventions. The Qualitative Report, 9(3), 483–499.

    Google Scholar 

  • Clark, A. (2007). Views from inside the shed: young children’s perspectives of the outdoor environment, Education 3–13: International Journal of Primary. Elementary and Early Years Education, 35(4), 349–363.

    Google Scholar 

  • Cremin, H., & Slatter, B. (2004). Is it possible to access the ‘voice’ of pre-school children? results of a research project in a pre-school setting. Educational Studies, 30(4), 457–469.

    Article  Google Scholar 

  • Curtin, M., & Clarke, G. (2005). Listening to young people with physical disabilities’ experiences of education. International Journal of Disability, Development and Education, 52(3), 195–214.

    Article  Google Scholar 

  • Dockett, S., & Perry, B. (2005). Researching with children: insights from the Starting School Research Project. Early child development and Care, 175(6), 507–521.

    Article  Google Scholar 

  • Einarsdottir, J. (2008). Children’s and parents’ perspectives on the purposes of playschool in Iceland. International Journal of Educational Research, 47(5), 283–291.

    Article  Google Scholar 

  • Einarsdottir, J. (2010). Children’s experiences of the first year of primary school. European Early Childhood Education Research Journal, 18(2), 163–180.

    Article  Google Scholar 

  • Einarsdottir, J. (2011a). Icelandic Children’s Early Education Transition Experiences. Early Education and Development, 22(5), 737–756.

    Article  Google Scholar 

  • Einarsdottir, J. (2011b). Reconstructing playschool experiences. European Early Childhood Education Research Journal, 19(3), 387–402.

    Article  Google Scholar 

  • Gray, C., & Winter, E. (2011). Hearing voices: participatory research with preschool children with and without disabilities. European Early Childhood Education Research Journal, 19(3), 309–320.

    Article  Google Scholar 

  • Harcourt, D. (2011). A Phased Approach to Researching With Young Children: Lessons from Singapore and Beyond. Early Education and Development, 22(5), 818–838.

    Article  Google Scholar 

  • Hreinsdottir, A. M., & Davidsdottir, S. (2012). Deliberative Democratic Evaluation in Preschools. Scandinavian Journal of Educational Research, 56(5), 519–537.

    Article  Google Scholar 

  • Kellock, A. (2011). Through the lens: accessing children’s voices in New Zealand on well-being. International Journal of Inclusive Education, 15(1), 41–55.

    Article  Google Scholar 

  • Kragh-Müller, G., & Isbell, R. (2011). Children’s Perspectives on Their Everyday lives in Child Care in Two Cultures: Denmark and the United States. Early Childhood Education Journal, 39(1), 17–27.

    Article  Google Scholar 

  • Lee, P. C., Statuto, C. M., & Kedar-Voivodas, G. (1983). Elementary school children’s perceptions of their actual and ideal school experience: A developmental study. Journal of Educational Psychology, 75(6), 838–847.

    Article  Google Scholar 

  • MacDonald, A. (2009). Drawing stories: The power of children’s drawings to communicate the lived experiences of starting school. Australian Journal of Early Childhood, 34(2), 40–49.

    Google Scholar 

  • Tertoolen, A., van Oers, B., Geldens, J., & Popeijus, H. (2012). Building a method for researching attribution of meaning by children aged 5 to 6 in school. European Early Childhood Education Research Journal, 20(1), 115–131.

    Article  Google Scholar 

  • Thomson, S. (2007). Do’s and don’ts: Children’s experiences of the primary school playground. Environmental Education Research, 13(4), 487–500.

    Article  Google Scholar 

  • Thornberg, R., & Elvstrand, H. (2012). Children’s experiences of democracy, participation, and trust in school. International Journal of Educational Research, 53, 44–54.

    Article  Google Scholar 

  • Vernon, S., Lundblad, B., & Hellström, A. L. (2003). Children’s experiences of school toilets present a risk to their physical and psychological health. Child: Care, Health and Development, 29(1), 47–53.

    Google Scholar 

  • Westling Allodi, M. (2002). Children’s Experiences of School: Narratives of Swedish children with and without learning difficulties. Scandinavian Journal of Education Research, 46(2), 181–205.

    Article  Google Scholar 

  • Wiltz, N. W., & Klein, E. L. (2001). What do you do in child care? Children’s perceptions of high and low quality classrooms. Early Childhood Research Quarterly, 16(2), 209–236.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education, Stockholm University, 10691, Stockholm, Sweden

    Johanna Lundqvist

Authors
  1. Johanna Lundqvist
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Johanna Lundqvist.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lundqvist, J. A Review of Research in Educational Settings Involving Children’s Responses. Child Ind Res 7, 751–768 (2014). https://doi.org/10.1007/s12187-014-9253-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12187-014-9253-7

Keywords

Search

Navigation