Becoming a Member of the Classroom: Supporting Children's Participation as Informants in Research

Autor/inn/en	Breathnach, Helen; Danby, Susan; O'Gorman, Lyndal
Titel	Becoming a Member of the Classroom: Supporting Children's Participation as Informants in Research
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 3, S.393-406 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Breathnach, Helen) ORCID (Danby, Susan) ORCID (O'Gorman, Lyndal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1463906
Schlagwörter	Classroom Techniques; Student Participation; Participatory Research; Ethnography; Early Childhood Education; Kindergarten; Interaction; Competence; Participant Observation; Video Technology; Class Activities; Intergenerational Programs; Teacher Student Relationship; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Klassenführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Forschungstätigkeit; Ethnografie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interaktion; Kompetenz; Teilnehmende Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	Engaging with children as research informants and supporting their participation in research is increasingly recognised as valuing children's views on matters that affect them. Less attention, however, is given to the ways in which children co-construct and manage their participation in child-researcher interactions. Drawing on sociology of childhood understandings, such as the social competence of young children, this ethnographic study investigated the co-production of child-researcher interactions with children aged five years in their first year of primary schooling in Australia. Findings show how child participants oriented to and managed the researcher's disruption of the everyday generational order of child-adult relations. In so doing, interactional space was created for the co-production of children as expert informants who then oriented to a social order of membership inclusion produced in child-researcher interactions. Creating interactional spaces provides enhanced opportunities for children's participation as informants in research, and in child-adult interactions across social structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01