Ethnographic Research: A Significant Context for Engaging Young Children in Dialogues about Adults' Writing

Autor/inn/en	Albon, Deborah; Barley, Ruth
Titel	Ethnographic Research: A Significant Context for Engaging Young Children in Dialogues about Adults' Writing
Quelle	In: Journal of Early Childhood Literacy, 21 (2021) 1, S.82-103 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barley, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798418805132
Schlagwörter	Ethnography; Research; Young Children; Dialogs (Language); Discussion; Research Methodology; Ethics; Writing (Composition); Adults; Interpersonal Relationship; Preschool Education; Identification (Psychology); Food; Foreign Countries; Minority Group Students; Early Childhood Education; Elementary School Students; Preschool Children; Student Participation; Participatory Research; Notetaking; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ethnografie; Forschung; Frühe Kindheit; Dialog; Dialogs; Dialogue; Dialogues; Diskussion; Research method; Forschungsmethode; Ethik; Schreibübung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school education; Vorschulerziehung; Lebensmittel; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Forschungstätigkeit
Abstract	This paper brings together sociocultural theorising about language and literacy learning, as well as work which explores ethical issues associated with young children's participation in research in order to interrogate unplanned discussions between researchers and young children about research writing. The data discussed were derived from two separate ethnographic research projects conducted in English early childhood settings. We argue that dialogues between child participants and adult researchers are replete with opportunities for learning about researchers' writing practices and constitute an important ethical research practice in itself. Our key areas of analysis focus on what children can learn about adults' research writing and what researchers can learn about children as research participants. By positioning such dialogues within broader considerations around ethical research practice and children's participation, we add to the burgeoning literature in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01