Relevant bibliographies by topics / Children's voices in research

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children's voices in research'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Children's voices in research"

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MacNaughton, Glenda. "Eclipsing Voice in Research with Young Children." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 36–43. http://dx.doi.org/10.1177/183693910302800108.

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This article examines two vignettes taken from a research project designed to give voice to children's understandings of equity and social diversity in order to raise questions about how this project potentially reinforced inequities in children's lives. A rhizoanalysis of the vignettes is used to raise questions about how young children perform diverse discourses of ‘race’. This paper specifically focuses on the extent to which some of the voices produced in the research colluded in the production of racist and sexist practices. It uses this focus to raise questions generated through the rhizoanalysis for researchers who want to give voice to young children. Specifically, it asks if it is time for researchers to move beyond a concern for children's ‘voices’ and towards transforming inequitable power relations in our research with them.
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Curtin, C. "Eliciting Children's Voices in Qualitative Research." American Journal of Occupational Therapy 55, no. 3 (May 1, 2001): 295–302. http://dx.doi.org/10.5014/ajot.55.3.295.

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Chitakunye, Pepukayi. "Recovering children's voices in consumer research." Qualitative Market Research: An International Journal 15, no. 2 (March 30, 2012): 206–24. http://dx.doi.org/10.1108/13522751211215903.

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Jesuvadian, Mercy Karuniah, and Susan Wright. "Doll tales: foregrounding children's voices in research." Early Child Development and Care 181, no. 3 (April 2011): 277–85. http://dx.doi.org/10.1080/03004430903293172.

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Dockett, Sue, and Bob Perry. "Children's Views and Children's Voices in Starting School." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 12–17. http://dx.doi.org/10.1177/183693910302800104.

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The Starting School Research Project promotes the involvement of children in the research agenda. This paper explores some of the philosophical and methodological issues involved in this stance. The main focus of this paper is the voices of children reporting issues of significance to them as they start compulsory schooling, through drawings, descriptions, photographs and demonstrations.
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STERN, JULIAN. "Children's Voice or Children's Voices? How Educational Research Can be at the Heart of Schooling." FORUM 57, no. 1 (2015): 75. http://dx.doi.org/10.15730/forum.2015.57.1.75.

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Chawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, Olga Maniakowska, Mateusz Marecki, Milena Palczyńska, Eryk Pszczołowski, and Dorota Sikora. "Children's Voices in the Polish Canon Wars: Participatory Research in Action." International Research in Children's Literature 11, no. 2 (December 2018): 111–31. http://dx.doi.org/10.3366/ircl.2018.0269.

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Despite its rightful concern with childhood as an essentialist cultural construct, the field of children's literature studies has tended to accept the endemicity of asymmetrical power relations between children and adults. It is only recently, under the influence of children's rights discourses, that children's literature scholars have developed concepts reflecting their recognition of more egalitarian relationships between children and adults. This essay is a result of the collaboration between child and adult researchers and represents a scholarly practice based on an intergenerational democratic dialogue in which children's voices are respected for their intrinsic salience. The presence of child researchers in children's literature studies confirms an important shift currently taking place in our field, providing evidence for the impossibility of regarding children's literature only as a manifestation of adult power over young generations.
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Swadener, Beth Blue, and Valerie Polakow. "Children's Rights and Voices in Research: Cross-National Perspectives." Early Education & Development 21, no. 2 (March 26, 2010): 285–86. http://dx.doi.org/10.1080/10409281003732684.

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Avci, Neslihan. "How is a research that children want? Hearing the children’s voices during the research process!" New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 60–69. http://dx.doi.org/10.18844/prosoc.v4i6.2914.

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It is important to get the views of children during participation in the research process. The Committee on the Rights of the Child mentions the aspects to be conveyed to children who participate in research processes. A ‘symmetrical approach’ must be adopted for getting children’s own consent, and informing them about the research and participatory methods. This study aims to utilise children‘s voices for research processes, and their participation and the participatory methods they prefer are the main goals. Children’s views on their research processes, their needs and their interests are investigated and the data collected via semi-structured interviews from seven male and seven female children by sampling and snowball sampling techniques. The majority of the children were found to be keen to participate in the research and they wanted a positive approach; they also have different expressions according to their contextual characteristics, like the place to conduct the research. Keywords: Children’s voice, research, researcher.
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Cousins, Wendy, and Sharon Milner. "Small Voices: Children's Rights and Representation in Social Work Research." Social Work Education 26, no. 5 (July 2, 2007): 447–57. http://dx.doi.org/10.1080/02615470601118589.

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Dissertations / Theses on the topic "Children's voices in research"

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Schultz, Samantha Jane, and University of Lethbridge Faculty of Education. "The voices of children : understanding children's reading worlds." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.

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Sutter, Kimberlee Ann, and Kimberlee Ann Sutter. "Siblings of Children with Down Syndrome: Voices Hear." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622942.

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The purpose of this study was to explore the meanings of the relationship of school-age siblings of brothers or sisters with Down syndrome in order to gain a greater understanding of the lived experience from the view point of the school-age sibling. Sibling spend more time together than any other family subsystem and siblings actively shape one another’s lives and prepare each other for future experiences. With children with Down syndrome living into their 60’s, the question regarding the sibling relationship is becoming an important focus due to the possible demands on the sibling to care for the individual with Down syndrome. Therefore, it is important to understand the sibling relationship at an early stage of their lives and what the lived experience is for the sibling. The framework for this study was developed from the author’s worldview of reciprocal interaction and epistemology of constructionism. The influences of the environment and other individuals on the sibling supported the use of the theoretical framework of Bronfenbrenner’s Bioecological System Theory. The notion that children are continually evolving holistic individuals who are developing through task achievements and, with the influences of family members, supported the use of Erikson’s psychosocial developmental theory. These two theories were combined to frame this study. Interpretive phenomenology was used as the method of research in this study. The sample consisted of seven school-age siblings, between the ages of eight to eleven years of age, of children with Down syndrome. Data analysis involved the use of the hermeneutic circle. From the analysis emerged seven themes: always together, tolerance, intense love, responsibility for my brother or sister, things will change when child with Down syndrome gets better, no difference from other families, and impact on other relationships. Two themes provided new information about the meaning of the lived experience of being a sibling, always together and things will change when child with Down syndrome gets better. The knowledge gained from this study will allow us to begin to hear sibling’s voices so that we can see what we need to do in the future to help with support and future research.
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Mora, Bernadette Alexandra, and Bernadette Alexandra Mora. "A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623068.

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School readiness is a prominent issue in early childhood education as adults strive to prepare young children for school. The desirability of school readiness lies within the notion that if children enter kindergarten prepared, then they will be successful throughout their schooling. However, school readiness is a complex concept. It is perceived differently by parents, teachers, policy makers, and researchers. Nationally, children are the only stakeholders whose voices are ignored in the discussions of school readiness. Based on three frameworks, that children are active agents in their experiences, that children have the right to be heard, and that children should not be silenced by traditional research practices, this dissertation proposed that children could participate in research to express their views about being ready for school. Since the central argument for school readiness is that children who enter school prepared will be successful later in school, it was imperative to determine how children’s views on school readiness were linked to later school-related outcomes. Therefore, this dissertation also sought children’s perceptions of their adjustment to school (i.e. their attitudes toward school). In a two-part study, 36 kindergartners from Southern Arizona participated in interviews, activities, and a survey to discuss their perceptions of being ready for school in the beginning of kindergarten and their attitudes toward school at the end of kindergarten. Participants consistently revealed that they needed to create positive peer relationships and that they needed to comply with institutional demands (rules, routines, and tasks) in order to be ready for and succeed in school. In addition, participants revealed three influential factors that affected their attitudes toward school: types of activities (academic versus extracurricular), play, and peer relationships. Participants who didn't like academic activities, who didn’t view school as a place for play, and who had fewer peer relationships struggled with adjusting to school and reported low school liking. Finally, a qualitative analysis was conducted to investigate trends that emerged between kindergarteners' perceptions of school readiness at the beginning of the year and their attitudes toward school at the end of the school year. School readiness perceptions that were centered on the rules, routines, and tasks (work) of school were related to less positive attitudes toward school and perceptions centered on knowledge/skills (learning) and prosocial behaviors were related to more positive attitudes toward school. These patterns suggest that students will enjoy school if they perceive school to be intellectually and socially empowering rather than institutionally limiting. These findings confirm that young children have unique insights of school readiness and what they need to succeed in school. Additionally, their early perceptions of school readiness are related to their later attitudes toward school suggesting that these views should be given due weight. In order for these views to be given due weight, adults should consider how to incorporate children's perspectives regarding school readiness into educational practices and policies. Children's perspectives provide insight into the experiences and challenges of being a new student. Only by listening to children can adults identify how to support and prepare children for success in school.
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Åkerström, Jeanette. ""Participation is everything" : young people's voices on participation in school life." Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35795.

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This thesis shows that participation is an important and comprehensive concept for young people. The aim of the thesis is to explore young people’s perspectives on and experiences of participation in school. Young people are in this research project understood as competent participants and as valuable contributors in research. Young people (aged 13–19 years) are involved as both research partners and research respondents. The design is explorative and mixed methods are used. Study 1 describes an interactive research circle with young people as research partners. Participation and asymmetric responsibility are identified as integral to research with young people. Study 2 describes a youth survey about young people’s participation that was conducted by the research partners in the research circle. This study shows that young people’s opportunities and abilities to communicate are crucial to their participation.  Supportive relations are an important aspect and the young people describe that they want adults to support them in taking responsibility themselves. Study 3 is based on the results of the youth survey and describes a model of young people’s perspectives on participation. Viewed from young people’s perspectives, participation is shown to include social, educational and decision-making dimensions. Communication is identified as a central participatory dimension. This study describes how participation in school is created in both horizontal and vertical relations. Study 4 is about participation and exposure to bullying and threats in school and is informed by the results of the youth survey. This study shows how students with disabilities and especially students with multiple disabilities are in a vulnerable situation. They face greater risks of being excluded from participatory dimensions in school or of being more exposed to degrading treatment if they do participate. Girls with multiple disabilities seem to be in an extra vulnerable situation. Overall, this research project shows that young people’s perspectives are an important complement to adults’ perspectives on participation in school.
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Attard, Sue. "Listening to voices of children and learning with them : action research in a primary school." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4231.

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This dissertation presents an action research project carried out in a primary school to address the issue of ‘pupil voice’. Consulting with stakeholders has risen in prominence in the political context of schools. A number of government directives to encourage schools to engage have been put forward, including the expectation of the establishment of a School Council. The formation of the School Council is the first cycle of action presented in this dissertation, which then continues to develop through three further action cycles: listening to the voices of teachers, ‘children as philosophers’ and action research partnerships in the classrooms. Preliminary work prior to the introduction of School Council sets the context. The conceptual framework has been developed through consideration of the work of Shier (2001), Fielding (2001) and Hart(1994) which has contributed to the establishment of a taxonomy of ‘pupil voice’ development. The methodological approach emerged from the works of Elliott (1991), Zuber Skerritt and Perry (2002) and Whitehead and McNiff (2006) through the development of ‘circles of influence’ which rose and diminished in importance throughout the action cycles. Three circles of influence are identified as ‘self’ including reflexivity, ‘methods’ including ways of engaging and analysing the data, and ‘literature’ pertinent to the area of action as well as the methodology itself. The contribution the subsequent thesis offers to practice is threefold. Firstly, there is the ‘methodological messiness’ (Dadds & Hart 2005) which occurs when conducting action research which necessitates listening to the voices of the participants in order to determine the next cycle. Secondly, there is the development of the ‘pupil voice’ taxonomy which embeds the pupils within the process and is groundbreaking in ‘pupil voice’ research in primary schools. Finally, there are the action cycles themselves which offer the lived experience of engaging in ‘pupil voice’ action research partnerships.
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Harper, Harry Robert. "Hearing the voices of Mexican immigrant parents : participatory action research building a space to explore and report on how parents experience their children's schools in California /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.

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Paraskevas, Costas Barry. "The voices of year 6 children : their views on physical education and the implications for policy practice and research." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019967/.

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Taking a constructivist-interpretivist stance, this mixed methods case study gives a voice to 236 children from East London between 2007 and 2010 through the use of questionnaires and interviews. The aim was to explore what the children thought about Physical Education, with a view to illuminating and informing current policy, practice and research in relation to the aims which under-pin the national curriculum. The children's voices, conspicuously absent from discussions about their physical education, over the last twenty years, give a view of the curriculum from the recipient's perspective. Through the vibrancy of their voices, the current status quo in primary PE is examined, and ways forward are offered as recurring themes throughout the thesis. In addition to valuing children's voices this thesis shows that through democratising the discussion, the children were more than just 'empty vessels', and were able to offer informed views. The children largely enjoyed Physical Education, valued their health and had ideas on curriculum content, timetabling, fund raising, and asked for a greater range of physical activities to be made available them.
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Silvia, Cont. "New Voices in the Woods : A Study of Children’s Experience of the Forest as an Outdoor Educational Space." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149007.

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There is a growing body of literature that recognizes the importance of outdoor learning spaces in educational practice with children. However, previous studies of the outdoor learning spaces have omitted to address the young children’s perspectives on the outdoor environments that they experience as a part of the Forest School’s educational approach. Research on the subject has been mostly restricted to an adult perspective. Furthermore, the previously published studies are limited to Scandinavian countries and available in Scandinavian languages and, therefore, not easily accessible to an international audience. The aim of the present dissertation project is to explore young children’s (aged 3-6 years) voices on their experience, sense-making, and understanding of the educational space of a forest. A qualitative research paradigm was employed to explore the components that characterize children’s perception of the outdoor educational space. Ethnographic research methods (participants observation, informal conversation and material collection) were used to investigate children’s outdoor activities performed in two Italian preschools: a kindergarten outdoor oriented school and a Forest School. The collected materials (fieldnotes, interviews, and children’s drawings) were processed using a six-steps Thematic Analysis with the aim to gain a complex account of the data. The results indicate that the way children use, interact and, confer a meaning to their experience in the woods are represented by the following themes: Type of Place Attended, Nature Engagement, Relationship with the Woods, Responsibility and Risk, Imagination, Emotional Responses, Affordances, Relationships with Others, Discovery and Experimentation, Nature Education, Concerns for Nature, and Learnings Connected to the Curriculum.These results have provided a deeper insight on the children’s experience of the outdoor learning space of a forest. Moreover, the empirical findings in this study contributed to provide a new understanding of how children bond with the natural world and how they behave and experience it. Taking into account the exploratory nature of the present thesis, future research should further address the children’s perspectives on the outdoor education space, the forest. Furthermore, it would be interesting to investigate if the cognitive, emotional, and social resources and environmental attitudes developed by children in the forest as outdoor educational space are strictly intertwined with this particular environment or if they can be realized in more a conventional school setting.
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Henry, Lynette M. "Just Love| A Collaborative Evaluation of a Faith-Based School-Family-Community Partnership Through the Voices of the Children." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633108.

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Faith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Charisma ES), implemented in what is considered a "failing school". Just Love's purpose was to have the volunteers from the church provide love, care, supportive adult relationships and service to the teachers, students, and parents of Charisma ES through a comprehensive, systemic program: Just Mentor (i.e., a school-based mentoring program), Just Connect (i.e., a classroom adoption program), and Just Rewards (i.e., a school wide student incentives/rewards and parent involvement program). The Bryan and Henry (2012) School-Family-Community Partnership Process Model was used in developing Just Love.

The Model for Collaborative Evaluations (MCE) was used in this evaluation to actively engage stakeholders during the evaluation process and to answer the evaluation questions. A mixed methods research design was used. Differences in student outcomes (i.e. academic, behavior and attendance) were examined between Charisma ES and another matching school without a faith-based school-family-community partnership were analyzed with descriptive statistics, paired T-tests, and mixed ANOVAs. Student outcomes were also investigated relevant to different aspects of the Just Love programs including adopted classrooms compared to non-adopted classrooms and mentored students compared to non-mentored students.

In addition, this study gave 20 children (i.e., mentees) who had experienced all aspects of the Just Love programs an opportunity to share their perceived satisfactions, experiences, challenges and recommendations regarding Just Love through the method of photo elicitation including picture selection and interviews. The transcribed data from the interviews and the pictures used in the photo-elicitation process were analyzed using thematic analysis with a focus on capturing the voices of the students.

Student outcome data were collected for three years from 2010-2013, with 2009 as a baseline year. The findings from the quantitative aspect of this study revealed that students in Charisma ES made significantly greater gains in reading than students in Joseph ES following the implementation of the partnership. Further, number of disciplinary referrals decreased dramatically at Charisma ES in contrast to Joseph ES whose disciplinary referrals increased. Attendance rates differed significantly between the two schools with students in Joseph Elementary School having higher attendance rates than students in Charisma Elementary School.

On average, both adopted and non-adopted classes made gains in reading in each of the three years although adopted classes appeared to have higher reading scores in 2011-2012 than non-adopted classes. The average number of disciplinary referrals per class was lower for adopted classes than for non-adopted classes in 2011-2012, one academic year after the Just Love partnership program was implemented. Concerning attendance, there were no significant differences in attendance rates between students in adopted and non-adopted classes at Charisma ES.

Mentored students at Charisma made significant improvements in reading. They also had a dramatically lower average number of disciplinary referrals than non-mentored students in 2012-2013, just two years after the Just Love partnership was implemented. When compared to non-mentored students, mentored students had significantly higher attendance than non-mentored students in 2011-2012, just one year after the Just Love partnership began. Further, attendance appeared to have a positive relation to the number of years students were mentored.

Findings from the qualitative aspect of this study were captured using thematic analysis of the children's perceived satisfactions, experiences, challenges and recommendations concerning Just Love. The six categories that emerged from the data were (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each of these categories comprised a number of themes that aligned with identified protective factors and developmental assets necessary for the resiliency of and successful outcomes for children.

Taken together, the findings reveal that Just Love, a faith-based school-family-community partnership contributed to improved student outcomes in reading achievement, behavior and attendance and provided important protective factors and developmental assets for the children in Charisma ES. The Just Love partnership program presents a viable model for schools, school districts, and faith-based and community organizations that have a desire to foster resilience in children at-risk, generate positive academic, behavior, and attendance outcomes for children and decrease the chances of children growing up and developing risky behaviors. Implications for practice, training, evaluation, policy, and future research are discussed. (Abstract shortened by UMI.)

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White, Peta. "Acoustic and aerodynamic measurements of children's voices." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388787.

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Books on the topic "Children's voices in research"

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Phạm, Thị Lan. The ethics of research reciprocity: Making children's voices heard in poverty reduction policy-making in Vietnam. London: Young Lives, 2005.

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Mongan, Paddy. Voices unheard: An education research report on traveller children living in Belfast. Belfast: Belfast Travellers Education and Development Group, 2002.

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McCarty, Joan. New voices: Immigrant students in U.S. public schools : an NCAS research and policy report. Boston, Mass: National Coalition of Advocates for Students, 1988.

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Maybin, Janet. Children's Voices. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958.

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Guin, Ursula K. Le. Voices. Orlando: Harcourt, 2006.

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Voices. New York: Scholastic Inc., 2006.

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Corwin, Rebecca B. Talking mathematics: Supporting children's voices. Portsmouth, NH: Heinemann, 1996.

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Ashmore, Wendy. Voices in American archaeology. Washington, D.C: Society for American Archaeology, 2010.

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Bjørnestad, Elisabeth, and Janicke Heldal Stray. New Voices in Norwegian Educational Research. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-464-2.

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Bazzul, Jesse, and Christina Siry, eds. Critical Voices in Science Education Research. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99990-6.

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Book chapters on the topic "Children's voices in research"

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Shiraani, Fathimath, Neil Carr, and Gill Rutherford. "Disabled children as legitimate research participants: a topic omitted from tourism research?" In Social tourism: global challenges and approaches, 96–108. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0096.

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Abstract This chapter discusses the need to respect and listen to the views of disabled children in general, and in relation to tourism specifically. It starts by defining the concept of voice and summarizes the broader debates and arguments regarding children's voice. The chapter then continues to cover how some children's voices, referred to as 'conventional voices', are privileged over others (such as disabled children). The subsequent section reflects on two strands of tourism research related to disability and children and highlights disabled children's invisibility and omission of their perspectives in tourism research. The chapter then provides a brief discussion of the challenges of researching with disabled children and outlines some ethical and practical considerations. Overall, this chapter serves as a springboard for further inquiry concerning disabled children's inclusion in tourism research.
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Shiraani, Fathimath, Neil Carr, and Gill Rutherford. "Disabled children as legitimate research participants: a topic omitted from tourism research?" In Social tourism: global challenges and approaches, 96–108. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0009.

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Abstract This chapter discusses the need to respect and listen to the views of disabled children in general, and in relation to tourism specifically. It starts by defining the concept of voice and summarizes the broader debates and arguments regarding children's voice. The chapter then continues to cover how some children's voices, referred to as 'conventional voices', are privileged over others (such as disabled children). The subsequent section reflects on two strands of tourism research related to disability and children and highlights disabled children's invisibility and omission of their perspectives in tourism research. The chapter then provides a brief discussion of the challenges of researching with disabled children and outlines some ethical and practical considerations. Overall, this chapter serves as a springboard for further inquiry concerning disabled children's inclusion in tourism research.
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Richards, Sarah, Jessica Clark, and Allison Boggis. "Privileging Voices." In Ethical Research with Children, 121–45. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-35131-9_7.

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Katz, Lilian G. "Engaging Children’s Minds: Innovative Research and Practice." In Global Voices in Education, 115–20. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-682-9_8.

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Johansson, Eva. "Introduction: Giving Words to Children’s Voices in Research." In Educational Research with Our Youngest, 1–13. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2394-8_1.

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Jover, Gonzalo, and Bianca Thoilliez. "Biographical Research in Childhood Studies: Exploring Children’s Voices from a Pedagogical Perspective." In Children and the Good Life, 119–29. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9219-9_9.

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Wallerstedt, Cecilia, Niklas Pramling, and Ingrid Pramling Samuelsson. "Embodied Voices and Voicing Embodied Knowing: Accessing and Developing Young Children’s Aesthetic Movement Skills." In Educational Research with Our Youngest, 87–106. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2394-8_5.

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Maybin, Janet. "Schooled Voices." In Children's Voices, 140–59. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958_8.

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McInnerney, Marlyn. "Insider Research: Articulating the Voices of Women Schooling Their Children in Remote Queensland, Australia." In Palgrave Studies in Education Research Methods, 251–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_15.

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Maybin, Janet. "Conclusion." In Children's Voices, 184–89. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958_10.

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Conference papers on the topic "Children's voices in research"

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Noskina, Lyubov Dmitriyevna. "Choral singing at Children's Art School: develop your pretty voice!" In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111586.

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Vázquez Recio, Rosa, Patricia Ortega Aguilar, Daniel Traverso Macías, Mónica López-Gil, Guadalupe Calvo-García, and Sabina Sánchez Alex. "AN APPROACH TO SCHOOL LIFE FROM THE VOICES OF CHILDREN IN EARLY CHILDHOOD EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2886.

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Roy, Gargi, and Zhou Wen Chong. "Towards child-friendly mega-delta cities in Asia. A critical literature review." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/uuga9354.

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The ‘reinstatement’ of children within the planning discourse reflects a scholarly and professional recognition of the interdependencies between urban space and critical health issues of specific social groups (Gleeson & Sipe, 2006). This research paper interrogates the international policy concept of child-friendly cities, defined as “any system of local governance committed to fulfilling child rights as articulated in the Convention on the Rights of the Child. It is a city or community where the voices, needs, priorities and rights of children are an integral part of public policies, programmes and decisions” (UNICEF, 2018: 10). It considers the conceptual limitation of the policy concept when children’s ability to survive, grow and thrive are increasingly threatened by extreme weather events and environmental degradation. The research paper looks specifically at the urban challenges faced by mega-delta cities in Asia (e.g. Bangkok, Dhaka, Hanoi, Ho Chi Minh City, Kolkata, Shenzhen, Yangon) where children make up a sizeable demographic group. Utilizing the uneven spatial development of Dhaka, Bangladesh (Ganges-Brahmaputra Delta) as case study, the paper explores how the conceptual limitation of CFCs shapes its implementation gaps. Lastly, this research paper considers the long-term impact of the COVID-19 pandemic on children living in the mega-deltas cities of Asia.
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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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Assmann, Peter, Santiago Barreda, and Terrance Nearey. "Perception of speaker sex in children's voices." In 162nd Meeting Acoustical Society of America. Acoustical Society of America, 2013. http://dx.doi.org/10.1121/1.4793571.

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Assmann, Peter, Santiago Barreda, and Terrance Nearey. "Perception of speaker age in children's voices." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4800918.

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Rubio, Juan, Kori Inkpen, Anna Ly, Jessica Kaminsky, and Chris Plutte. "Enhancing children's voices with media and technology." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485888.

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Butler, A., K. Vincent, and M. Bluebond-Langner. "019 A program of research to increase research access and participation for children and young people with life-limiting conditions and life-threatening illnesses: ‘barriers to research access: voices, experiences, and solutions- the BRAVES project’." In Great Ormond Street Hospital Conference 2018: Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.19.

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Lyakso, Elena, and Olga Frolova. "Neurological state manifestation in infants’ and children’s voice features." In 7th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2016/07/0022/000281.

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Osipenkova, Anastasiya Igorevna. "Bodily integrity children's rights." In III International applied research conference for pupils, chair Yelena Anatolyevna Arosyeva. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-81086.

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Reports on the topic "Children's voices in research"

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Thorsen, Dorte, and Roy Maconachie. Children’s Work in West African Cocoa Production: Drivers, Contestations and Critical Reflections. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/acha.2021.005.

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Cocoa farming in West Africa has a long history of relying on family labour, including children’s labour. Increasingly, global concern is voiced about the hazardous nature of children’s work, without considering how it contributes to their social development. Using recent research, this paper maps out the tasks undertaken by boys and girls of different ages in Ghana and how their involvement in work considered hazardous has changed. We show that actions to decrease potential harm are increasingly difficult and identify new areas of inquiry.
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McLean, Karen, Celine Chu, Julianna Mallia, and Susan Edwards. Developing a national Playgroup statement : Stakeholder consultation strategy. Australian Catholic University, 2021. http://dx.doi.org/10.24268/acu.8ww69.

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[Extract] In 2019 Playgroup Australia established a National Advisory Group, including representatives from government, not-for-profit, community and research sectors, to support the development of a National Playgroup Statement. The forthcoming statement is intended to provide a unifying voice for playgroup provision in practice, research and policy nationwide. Two core strategies were recommended by the National Advisory Group to support the development of the Playgroup Statement. These were: a) a literature review canvassing the existing evidence base of outcomes and benefits of playgroup participation for children and families; and b) a stakeholder consultation strategy to capture children’s and families’ experiences and perspectives of playgroup participation, and the impact of playgroup participation on their lives. This report details the findings from the stakeholder consultation strategy.
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Thomas, Edmund D., Ted M. Yellen, and Samuel J. Polese. Voices From The Past-Command History Post WWII to November 1999. An Historical Account of the Naval Personnel Research & Development Center (NPRDC) of San Diego, California. Fort Belvoir, VA: Defense Technical Information Center, October 1999. http://dx.doi.org/10.21236/ada369930.

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Hunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley, and Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, July 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.

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The Office of Digital Research and Scholarship partners with members of the scholarly community at FSU and beyond to engage with and act on innovative ideas in teaching, research, and creative activity. We privilege marginalized voices and unique contributions to scholarly discourse. We support interdisciplinary inquiry in our shared pursuit of research excellence. We work with scholars to explore and implement new modes of scholarship that emphasize broad impact and access.Our dream is to create an environment where our diverse scholarly community is rewarded for engaging in innovative modes of research and scholarship. We envision a system of research communication that is rooted in open, academy-owned infrastructure, that privileges marginalized voices, and that values all levels and aspects of intellectual labor. In addition to the accomplishments related to our core work areas outlined in this report, we also developed an Anti-Racist Action Plan in 2020 and continue to work on enacting and periodically revising and updating the goals outlined therein.
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Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, Ryan Gildersleeve, Katherine Rosich, Megan Bang, Nathan Bell, and Matthew Holsapple. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, January 2021. http://dx.doi.org/10.3102/aera20211.

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This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Hertz, Jana C., Derick W. Brinkerhoff, Robin Bush, and Petrarca Karetji. Knowledge Systems: Evidence to Policy Concepts in Practice. RTI Press, June 2020. http://dx.doi.org/10.3768/rtipress.2020.pb.0024.2006.

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This policy brief reviews the evolution of knowledge-to-policy studies and the emergence of systems perspectives. We explore the less well understood issue of how to grow and reinforce knowledge systems in settings where they are weak and underdeveloped. We offer a knowledge systems model that encapsulates current thinking and present an example of an effort to strengthen a knowledge system, drawn from a project managed by RTI in Indonesia. We conclude with some recommendations for strengthening knowledge systems including promoting debate among a diversity of voices within the knowledge system, providing sustained stakeholder commitment to the systems approach, investing in the components of the knowledge system as well as the interaction between components, fostering a balance between government mechanisms and space for civil society perspectives, and exploring how knowledge systems can engage the private sector. We conclude with suggestions for applying the knowledge systems model in new country contexts including use of a political economy analysis as well as gauging readiness of government actors, research institutes, and media to engage.
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Mahling, Alexa, Michelle LeBlanc, and Paul A. Peters. Report: Rural Resilience and Community Connections in Health: Outcomes of a Community Workshop. Spatial Determinants of Health Lab, Carleton University, December 2020. http://dx.doi.org/10.22215/sdhlab/2020.1.

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Canadians living in rural communities are diverse, with individual communities defined by unique strengths and challenges that impact their health needs. Understanding rural health needs is a complex undertaking, with many challenges pertaining to engagement, research, and policy development. In order to address these challenges, it is imperative to understand the unique characteristics of rural communities as well as to ensure that the voices of rural and remote communities are prioritized in the development and implementation of rural health research programs and policy. Effective community engagement is essential in order to establish rural-normative programs and policies to improve the health of individuals living in rural, remote, and northern communities. This report was informed by a community engagement workshop held in Golden Lake, Ontario in October 2019. Workshop attendees were comprised of residents from communities within the Madawaska Valley, community health care professionals, students and researchers from Carleton University in Ottawa, Ontario, and international researchers from Australia, Sweden, and Austria. The themes identified throughout the workshop included community strengths and initiatives that are working well, challenges and concerns faced by the community in the context of health, and suggestions to build on strengths and address challenges to improve the health of residents in the Madawaska Valley.
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