Exploring the New Paradigm for Researching with Children and Youth

Autor/inn/en	Oberg, Dianne; Ellis, Julia
Titel	Exploring the New Paradigm for Researching with Children and Youth
Quelle	In: Alberta Journal of Educational Research, 52 (2006) 3, S.107-110 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Models; Educational Research; Youth; Early Experience; Children; Socialization; Developmental Stages; Constructivism (Learning); Child Role; Research Methodology; Child Development + Suchen Sie Ihr Suchwort? Analogiemodell; Bildungsforschung; Pädagogische Forschung; Jugend; Jugendlicher; Jugendalter; Frühbeginn; Child; Kind; Kinder; Socialisation; Sozialisation; Research method; Forschungsmethode; Kindesentwicklung
Abstract	Understanding children's experience is increasingly a key purpose of much educational research. In contrast to traditional approaches to the study of children that emphasized the socialization of children through various stages of development, researchers within the social constructionism perspective begin with an insistence that childhood is a social construction that varies with time and place (Holloway & Valentine, 2000; James, Jenks & Prout, 1998). They study children as social actors, as beings in their own right rather than as pre-adult becomings. Children are seen as active beings whose agency is important in the creation of their own life worlds. Although such research draws on adult perspectives to discern how children's lives are shaped by forces beyond their own control, it recognizes the importance of learning children's ways of proceeding and ways of making sense of their experience. (Author).
Anmerkungen	Alberta Journal of Educational Research. 845 Education Centre South, Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10