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ERIC Number: EJ1179371
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1350-293X
Becoming a Member of the Classroom: Supporting Children's Participation as Informants in Research
Breathnach, Helen; Danby, Susan; O'Gorman, Lyndal
European Early Childhood Education Research Journal, v26 n3 p393-406 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A