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Artículos de revistas sobre el tema "Children's voices in research"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 8 de febrero de 2022

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1

MacNaughton, Glenda. "Eclipsing Voice in Research with Young Children". Australasian Journal of Early Childhood 28, n.º 1 (marzo de 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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2

Curtin, C. "Eliciting Children's Voices in Qualitative Research". American Journal of Occupational Therapy 55, n.º 3 (1 de mayo de 2001): 295–302. http://dx.doi.org/10.5014/ajot.55.3.295.

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3

Chitakunye, Pepukayi. "Recovering children's voices in consumer research". Qualitative Market Research: An International Journal 15, n.º 2 (30 de marzo de 2012): 206–24. http://dx.doi.org/10.1108/13522751211215903.

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4

Jesuvadian, Mercy Karuniah y Susan Wright. "Doll tales: foregrounding children's voices in research". Early Child Development and Care 181, n.º 3 (abril de 2011): 277–85. http://dx.doi.org/10.1080/03004430903293172.

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5

Dockett, Sue y Bob Perry. "Children's Views and Children's Voices in Starting School". Australasian Journal of Early Childhood 28, n.º 1 (marzo de 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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6

STERN, JULIAN. "Children's Voice or Children's Voices? How Educational Research Can be at the Heart of Schooling". FORUM 57, n.º 1 (2015): 75. http://dx.doi.org/10.15730/forum.2015.57.1.75.

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7

Chawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, Olga Maniakowska, Mateusz Marecki, Milena Palczyńska, Eryk Pszczołowski y Dorota Sikora. "Children's Voices in the Polish Canon Wars: Participatory Research in Action". International Research in Children's Literature 11, n.º 2 (diciembre de 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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8

Swadener, Beth Blue y Valerie Polakow. "Children's Rights and Voices in Research: Cross-National Perspectives". Early Education & Development 21, n.º 2 (26 de marzo de 2010): 285–86. http://dx.doi.org/10.1080/10409281003732684.

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9

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, n.º 6 (30 de diciembre de 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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10

Cousins, Wendy y Sharon Milner. "Small Voices: Children's Rights and Representation in Social Work Research". Social Work Education 26, n.º 5 (2 de julio de 2007): 447–57. http://dx.doi.org/10.1080/02615470601118589.

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11

Sorin, Reesa. "Research with Children: A Rich Glimpse into the World of Childhood". Australasian Journal of Early Childhood 28, n.º 1 (marzo de 2003): 31–35. http://dx.doi.org/10.1177/183693910302800107.

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I feel angry when my brother is hurting me and he, and I'm tired and I'm having a sleep and Jason just says ‘Matthew, Matthew, look at this’. My face gets angry. [Makes face and clenches fist]. That's when they get even pinker. That's what happens to my arms when I get angry (Matthew, age 5—name has been changed). Research in early childhood education generally involves children in some capacity, whether it be how they respond to various pedagogical initiatives, how their parents or teachers interact with them or what understandings they bring to a situation. Unfortunately, in the past, much of this research has given children limited voice; positioning them as innocent, incompetent and in need of an adult voice to confirm their place in the research. This article examines my research into young children's emotions, which suggests to me that children's voices can be powerful and possibly richer than those of adults acting on behalf of children.

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12

Lambert, Veronica, Michele Glacken y Mary McCarron. "Using a range of methods to access children's voices". Journal of Research in Nursing 18, n.º 7 (13 de marzo de 2013): 601–16. http://dx.doi.org/10.1177/1744987112475249.

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13

Spencer, Grace, Hannah Fairbrother y Jill Thompson. "Privileges of Power: Authenticity, Representation and the “Problem” of Children’s Voices in Qualitative Health Research". International Journal of Qualitative Methods 19 (1 de enero de 2020): 160940692095859. http://dx.doi.org/10.1177/1609406920958597.

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The widespread privileging of children’s voices in recent times has triggered expansion of differing forms of qualitative enquiry that aim to “give children a voice.” Engaging children in research and eliciting their voices on matters that affect them is often showcased as being a more “authentic” way to capture children’s lived realities and afford their agency. Yet, the uptake of voice in qualitative enquiry, and how it may contribute to the privileging of particular ways of knowing (some) children’s lives, is rarely interrogated. Drawing on examples from our own research, in this paper we critically reflect on the frequent invoking of the term voice in qualitative health research with children. In doing so, we challenge claims of authenticity by exposing the tricky epistemological tensions and relations of power that are embedded within the production and legitimation of particular voices as being “correct” ways of knowing about health—including the ways our research intentions and methods contribute to these processes. We reflect on the methodological and epistemological value of silences, dissenting voices and other modes of expression to highlight forms of resistance to adult-led health agendas. We conclude by illustrating how dominant relations of power are (re)produced within and across research spaces, and through the mobilizing or pathologizing of particular young voices through research. Possibilities for advancing ways to harness children’s preferred modes of expression in qualitative research are also considered.

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14

Balasundaram, Sasikumar. "Children Matter: Including Camp Children's Perspectives in Refugee Research". Practicing Anthropology 36, n.º 3 (1 de julio de 2014): 38–42. http://dx.doi.org/10.17730/praa.36.3.w049k7q42m853372.

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Children are the center of households and an integral part of communities in many cultures. For a long time, refugee populations, including their children, have been treated as a homogenized social group on the basis of displacement and vulnerabilities. This has silenced the voices of displaced children in refugee literature. Nevertheless, as children constitute around half of the world's displaced persons, it is vital to listen to their views on the present and future.

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15

Noppari, Elina, Niina Uusitalo y Reijo Kupiainen. "Talk to me! Possibilities of constructing children’s voices in the domestic research context". Childhood 24, n.º 1 (24 de julio de 2016): 68–83. http://dx.doi.org/10.1177/0907568216631026.

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This self-reflective article explores the possibilities of producing children’s ‘voice’ in the domestic research context. We look at producing voices as the process of giving an account of children’s meaning making and life. We examine the methodological challenges of producing voices in the home environment from three perspectives: power, trust and ethics. The findings presented in the article are based on an ongoing longitudinal study of Finnish children’s media environments, which began in 2007 and will continue through 2016.

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16

Swadener, Beth Blue y Valerie Polakow. "Special Issue: Children's Rights and Voices in Research: Cross-National Perspectives". Early Education and Development 20, n.º 6 (8 de diciembre de 2009): 1038–39. http://dx.doi.org/10.1080/10409280903418709.

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17

McClarey, Mary. "Review: Using a range of methods to access children's voices". Journal of Research in Nursing 18, n.º 7 (13 de marzo de 2013): 617–18. http://dx.doi.org/10.1177/1744987113475557.

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18

Caldairou-Bessette, Prudence, Lucie Nadeau y Claudia Mitchell. "Overcoming “You Can Ask My Mom”: Clinical Arts-Based Perspectives to Include Children Under 12 in Mental Health Research". International Journal of Qualitative Methods 19 (1 de enero de 2020): 160940692095895. http://dx.doi.org/10.1177/1609406920958959.

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As research with children (rather than research on children) gains popularity and researchers adapt methods to include children’s voices, continual reflection on the research methods themselves is needed. In this article, we explore the relevance of playing and drawing in qualitative research interviews to include and represent the voice of children under 12 years of age, particularly in the field of mental health research. We reflect on the conception of children’s voice in research and argue for an understanding of voice that goes beyond verbal language. We suggest a combination of perspectives from arts-based research and clinical interview practice to support our understanding of children’s voice in research. As an illustration, we draw on an example taken from a large research project in Youth Mental Health Collaborative Care during which 23 children under the age of 12 were interviewed using a talk-play-draw model. We discuss the multidimensional aspect of children’s voices and the ethical value of arts and play in research interviews. We highlight the importance of researchers’ ethical reflexivity and creative participation in their quest to understand children’s voices. While doing so, we emphasize the responsibility of researchers to interpret, translate and represent as justly as possible a multi-layered, complex and often disorganized voice into a form that is accessible to the linear world of academic research. Given that it is perhaps inevitable that researchers use their own voice in this process, we argue that in conducting research with children, we need to engage both the children as participants and the researchers as advocates for children’s perspectives.

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19

Khoja, Nazeeha. "Situating Children's Voices: Considering the Context When Conducting Research with Young Children". Children & Society 30, n.º 4 (7 de noviembre de 2015): 314–23. http://dx.doi.org/10.1111/chso.12143.

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20

Jeanes, Ruth. "Seen but not heard? Examining children's voices in leisure and family research". Leisure/Loisir 34, n.º 3 (5 de noviembre de 2010): 243–59. http://dx.doi.org/10.1080/14927713.2010.520490.

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21

Carnevale, Franco A. "A “Thick” Conception of Children’s Voices: A Hermeneutical Framework for Childhood Research". International Journal of Qualitative Methods 19 (1 de enero de 2020): 160940692093376. http://dx.doi.org/10.1177/1609406920933767.

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“Listening to children’s voices” can help foster respectful regard for their experiences and concerns and promote the recognition of children as active agents; that is, persons who have interests and capacities to participate in discussions and decisions that affect them and other people. However, “listening to children’s voices” can have many different forms, and the ways that these voices should be linked to children’s agency can be unclear. I outline several common misconceptions that can impede “listening to children’s voices” as forms of epistemological oppression. I argue for a thick conception of children’s voices, recognizing that children’s expressions are relationally embedded expressions of their agency. Understanding children’s voices and experiences requires hermeneutical approaches that can help discern what is meaningful for a child in a particular situation. I discuss ontological, epistemological, and methodological shifts that are required for hermeneutical inquiry with children and outline specific methods that can be used, oriented by guiding questions. This hermeneutical methodology can help advance our understanding of children’s experiences as well as their aspirations and concerns in research and in professional practice.

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22

Hohti, Riikka y Liisa Karlsson. "Lollipop stories: Listening to children’s voices in the classroom and narrative ethnographical research". Childhood 21, n.º 4 (14 de agosto de 2013): 548–62. http://dx.doi.org/10.1177/0907568213496655.

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This article offers a methodological contribution to the concept of children’s voices and the ways of listening to them. Children’s voices are studied in a narrative ethnographical research project in a school classroom. The authors follow children’s voices from the level of classroom observation to an analysis on narrative data produced by the Storycrafting method and finally to a more reflexive analysis. By defining three interrelated analytical spaces, the study illustrates how voices are emergent, contingent on their social, discursive and physical environments and power relations, and constructed in reciprocal processes of telling and listening. Finally, the authors discuss the significance of reflexive listening to children’s voices.

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23

Xue, Lei, Zhi Zhang, Xiaoyang Zhang y Yiwen Zhang. "Research and Implementation of Children’s Speech Signal Processing System". Open Biomedical Engineering Journal 9, n.º 1 (31 de agosto de 2015): 188–93. http://dx.doi.org/10.2174/1874120701509010188.

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As people's living standard and the degree of mass culture have been constantly improved, many families are caring more about the healthy growth of early childhood. In this paper, based on the research of domestic and foreign experts and scholars: the guardians (such as parents) take appropriate intervention on children at the early stage can effectively promote children's language and cognitive ability development, and the intervention has obvious effect on the autistic spectrum disorders of children. This paper presents a system for analyzing children's speech signal, calculating the guardian’s language words, the number of children‘s verbal words and the number of guardian and children's dialogue rotation times by voice signal processing and pattern recognition technology. And related personnels use these indicators to analysis the development of children's language and cognitive ability, then adopting appropriate measures for children and providing the basis for decision-making criteria, so as to promote the development of children's language and cognitive status.

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24

Tertoolen, Anja, Jeannette Geldens, Bert Van Oers y Herman Popeijus. "Young Children about School: Whose Voices Do We Hear?" International Journal of Educational Psychology 6, n.º 3 (23 de octubre de 2017): 250. http://dx.doi.org/10.17583/ijep.2017.2665.

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School is one of the important educational practices, in which children are actively involved. When we want to contribute to the development of young children’s voices, we need deeper insight into the way children act as they do. Therefore, we have to distinguish how young children’s voices are composed, as we proclaim that all voices are essentially polyphonic. We found children’s expressions which were not corresponding with their own teachers’ and parents’ expressions. Many of the presented examples of non-corresponding expressions by the children, refer to situations in which resistance, one of the identifiers of voice, is shown. This article is part of a larger study we conducted on young children’s voices. In our research we want to explore the content of young children’s voices and the meaning they attribute to the educational contexts they are involved in. We conducted five case studies with young children, aged 5-6, in school. We have analyzed their expressions and presented our findings earlier. In this phase of our research project we are looking for possible correspondences between the children’s expressions and the expressions of their teachers and parents

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25

Fairchild, Rebecca y Katrina Skewes McFerran. "Understanding Children's Resources in the Context of Family Violence through a Collaborative Songwriting Method". Children Australia 43, n.º 4 (28 de noviembre de 2018): 255–66. http://dx.doi.org/10.1017/cha.2018.45.

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The majority of literature about children experiencing family violence focuses on reporting ‘problems’ and highlighting detrimental outcomes for children. In contrast, there is little acknowledgement of children's personal resources and capacities in times of crisis.This article describes a participatory arts-based research project involving 10 pre-adolescent children. The research aimed to explore children's individual resources and to highlight the value of giving voice to children through participatory processes. A collaborative songwriting method sought to co-construct knowledge with children about what helped them to ‘do well’ in their lives. An illustrative example demonstrates the collaborative process of engaging children throughout the data generation, collaborative analysis and presentation of the findings. The children described a range of resources and supports in their lives, such as friends, family, sport, pets, journaling, hope and creativity. Five themes explore the role these resources play in children's lives: seeking refuge, wanting to feel safe, hoping for a better future, feeling cared for and being self-determined. The results emphasise the ongoing need to build upon existing resources in children's lives and to support them to navigate access to additional resources. We advocate for participatory approaches that provide opportunities for children's voices to be heard, fostered and responded to.

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26

Daelman, Silke, Elisabeth De Schauwer y Geert Van Hove. "Becoming-with research participants: Possibilities in qualitative research with children". Childhood 27, n.º 4 (3 de junio de 2020): 483–97. http://dx.doi.org/10.1177/0907568220927767.

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This article takes a post-qualitative stance upon the construction and taking up of certain positions in research by children and adults, and explores how emergent assemblages of (non-)human agents shape how children’s voices are expressed and genuinely listened to within intra-active research encounters. Plugging in post-qualitative concepts as ‘listening’, ‘response-ability’ and ‘becoming-with’, this article analyses key incidents (that emerged during a research process in Flanders) in order to reconfigure voices, discourses, methodologies and ethics in research with children.

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27

Tay-Lim, Joanna y Sirene Lim. "Privileging Younger Children's Voices in Research: Use of Drawings and a Co-Construction Process". International Journal of Qualitative Methods 12, n.º 1 (febrero de 2013): 65–83. http://dx.doi.org/10.1177/160940691301200135.

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28

YOON, HAENY S. y TRAN NGUYEN TEMPLETON. "The Practice of Listening to Children: The Challenges of Hearing Children Out in an Adult-Regulated World". Harvard Educational Review 89, n.º 1 (1 de marzo de 2019): 55–84. http://dx.doi.org/10.17763/1943-5045-89.1.55.

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In this research article, Haeny Yoon and Tran Nguyen Templeton explore the challenges of listening to children in both classrooms and research that purports to center young children. Through two stories from their respective studies, Yoon and Templeton highlight the complexities of following children's leads given the competing agendas situating the work of teachers and researchers in neoliberal contexts. Time constraints, curricular mandates, and research expectations limit children's valuable contributions to their sociocultural communities. The authors' goal is to discuss the possibilities in taking up children's words, gestures, and moves as knowledge. They contend that children's voices should not simply be heard for curricular purposes, for adults' amusement, to forward a neoliberal agenda, or to maximize our own goals and pursuits. Instead, we should listen to understand the creativity and intelligence of young children whose social worlds are meaningful.

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29

Catling, Simon. "Seeking Younger Children’s ‘Voices’ in Geographical Education Research". International Research in Geographical and Environmental Education 14, n.º 4 (15 de noviembre de 2005): 297–304. http://dx.doi.org/10.1080/10382040508668362.

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30

Kelly, Leanne. "Ethics and Evaluative Consultations with Children in Small to Mid-Sized Australian Non-Government Organisations". Evaluation Journal of Australasia 17, n.º 1 (marzo de 2017): 4–11. http://dx.doi.org/10.1177/1035719x1701700102.

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The value of listening to children's voices is well acknowledged. The vast body of literature surrounding this topic discusses children's voices in pedagogy, theory, methodology, and through empirical research. While some of this literature has focused on ethical considerations surrounding evaluative consultations with children in applied practice settings, there is a shortage of literature specifically relevant to small and medium-sized nongovernment organisations (NGOs). These organisations typically conduct consultations on a smaller scale and with fewer resources than their larger counterparts. This paper refers to Australian ethical guidelines using a practice example from a mid-sized NGO to examine ethics in child consultation from a practice-based program improvement perspective. The paper examines whether consultations with children always require formal ethics approval and discusses terminology and considerations surrounding ethical decision making processes.

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31

Swadener, Beth Blue y Valerie Polakow. "Introduction to the Special Issue on Children's Rights and Voices in Research: Cross-National Perspectives". Early Education & Development 22, n.º 5 (septiembre de 2011): 707–13. http://dx.doi.org/10.1080/10409289.2011.597028.

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32

Tertoolen, Anja, Jeannette Geldens, Bert Van Oers y Herman Popeijus. "Listening to Young Children’s Voices: The Evaluation of a Coding System". International Journal of Educational Psychology 4, n.º 2 (24 de junio de 2015): 113. http://dx.doi.org/10.17583/ijep.2015.1500.

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<p class="p1">Listening to young children’s voices is an issue with increasing relevance for many researchers in the field of early childhood research. At the same time, teachers and researchers are faced with challenges to provide children with possibilities to express their notions, and to find ways of comprehending children’s voices. In our research we aim to provide a method for listening to, and analyzing young children’s voices on educational issues. In this article we describe a new step in our research in which we are dealing with the issues of validity and reliability for the evaluation of our coding system: is our coding system for analyzing young children’s voices valid and reliable? </p>

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33

COX, GORDON y STEPHANIE PITTS. "Editorial". British Journal of Music Education 24, n.º 1 (9 de febrero de 2007): 3–4. http://dx.doi.org/10.1017/s0265051707007322.

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The British Journal of Music Education has always aimed to offer a variety of perspectives on musical teaching and learning, and in this issue the diversity of researcher and participant voices is wider than ever before. Most notably, we hear from a 12-year-old researcher, Eleanor Denny, whose project on extracurricular musical participation was carried out at the Children's Research Centre at the Open University. As John Finney says in his response to Eleanor's work, equipping young people with research skills leaves them ‘empowered to ask ever more interesting, challenging and sometimes uncomfortable questions’. The growing literature on ‘pupil voice’ in educational research invites us to consider, not just the views of the young people involved in musical learning, but also our own position as researchers and our responsibilities to those who inform our research and writing.

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McTavish, Marianne, Jodi Streelasky y Linda Coles. "Listening to Children’s Voices: Children as Participants in Research". International Journal of Early Childhood 44, n.º 3 (noviembre de 2012): 249–67. http://dx.doi.org/10.1007/s13158-012-0068-8.

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35

Khoo-Lattimore, Catheryn. "Kids on board: methodological challenges, concerns and clarifications when including young children's voices in tourism research". Current Issues in Tourism 18, n.º 9 (4 de junio de 2015): 845–58. http://dx.doi.org/10.1080/13683500.2015.1049129.

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36

Deans, Jan, Suzana Klarin, Rachel Liang y Erica Frydenberg. "All Children Have the Best Start in Life to Create a Better Future for Themselves and for the Nation". Australasian Journal of Early Childhood 42, n.º 4 (diciembre de 2017): 78–86. http://dx.doi.org/10.23965/ajec.42.4.09.

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THIS PAPER REPORTS ON a social emotional learning (SEL) program entitled COPE-R and the role of the teacher in supporting young children's developing social and emotional understandings, particularly around caring and empathy. Thirty-eight four- and five-year-old children and their teacher from an inner-Melbourne city long day preschool program participated in the research. The teacher was also a member of the research team hence the study falls within the realm of practitioner-research, which aims to shed further light on the role of the teacher in designing, implementing and evaluating challenging programs for young children. A qualitative case study methodology was employed to ensure that the voices of the children and the teacher-researcher were centrally located in the research. The data included the teacher-researcher's program plans and reflective journal notes, children's drawing-tellings and transcribed child interview data. Findings highlight the capacities of the participating children to engage in the COPE-R program and to demonstrate increased social emotional skill development—as evidenced through being able to identify and give voice to social emotional issues, enact relational empathy, demonstrate care for others and the environment, and recognise emotions in self and others. Also, the findings provide insight into the role of the teacher in implementing the COPE-R program, which enabled the participating children to give voice to a range of social and emotional issues including empathy, reciprocity, generosity, kindness and joy.

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37

Cross, Amy, Cherie Allan y Kerry Kilner. "Digital Curation, AustLit, and Australian Children's Literature". International Research in Children's Literature 12, n.º 1 (julio de 2019): 1–17. http://dx.doi.org/10.3366/ircl.2019.0287.

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This paper examines the effects of curatorial processes used to develop children's literature digital research projects in the bibliographic database AustLit. Through AustLit's emphasis on contextualising individual works within cultural, biographical, and critical spaces, Australia's literary history is comprehensively represented in a unique digital humanities space. Within AustLit is BlackWords, a project dedicated to recording Australia's Aboriginal and Torres Strait Islander storytelling, publishing, and literary cultural history, including children's and young adult texts. Children's literature has received significant attention in AustLit (and BlackWords) over the last decade through three projects that are documented in this paper. The curation of this data highlights the challenges in presenting ‘national’ literatures in countries where minority voices were (and perhaps continue to be) repressed and unseen. This paper employs a ‘resourceful reading’ approach – both close and distant reading methods – to trace the complex and ever-evolving definition of ‘Australian children's literature’.

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38

Malmsten, Jenny. "Unaccompanied children living in transitional houses – voices from Sweden". International Journal of Migration, Health and Social Care 10, n.º 1 (12 de marzo de 2014): 18–35. http://dx.doi.org/10.1108/ijmhsc-10-2013-0037.

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Purpose – The purpose of this paper is to show how unaccompanied minors perceive the time they spend in transitional houses in Malmö in southern Sweden. An important outlook when presenting the empiric data is to provide the perspective of the child, not just to have a child perspective (i.e. an adult perspective on children's experiences). Design/methodology/approach – The paper is the result of interviews with 11 unaccompanied boys living in transitional houses, i.e., group homes. The theoretical section has two purposes, to describe the Swedish context and the ambivalent discourse regarding immigrants in Sweden and to give a background on aspects that are relevant to understand unaccompanied minors situation. Findings – Even though many unaccompanied minors suffer from psychological difficulties and worries about the asylum process, the interviews show that the children in this study are generally content with the transitional houses. The staff strives to support them in coping with daily life, and strengthen their sense of coherence. Research limitations/implications – Since unaccompanied minors do not have family close by, the interviews shows the importance in different sorts of activities to promote wellbeing. A stronger focus on participation could also be a way of reinforcing the children's sense of coherence. Originality/value – This paper gives an insight to life in transitional houses from unaccompanied minors point of view.

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Leighton, Jacqueline P. "On Barriers to Accessing Children’s Voices in School Based Research". Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, n.º 1 (6 de noviembre de 2020): 164–93. http://dx.doi.org/10.22215/cjcr.v7i1.2560.

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In the research conducted since the inception of the CRC, relatively little theoretically-driven psychological work has been devoted to exploring the issue of children’s rights in classrooms and schools (Urinboyev, Wickenberg, & Leo, 2016). The purpose of this paper is to take a step back and hypothesize based on personal experience, as a research psychologist, the reasons for the relative absence of theoretically-driven empirical research. The motivation for this work stems from the following premises: Psychologists are naturally interested in studying children in a variety of domains. The school is one of the two most important domains in a child’s life; the other being the home environment. However, the study of children in school settings is controlled by school administrators and teachers. As Urinboyev et al. (2016, p. 536) state “some studies [have] found that there is a strong resistance among teachers to accept fully children as rights holders in many schools… .” Consequently, there are significant challenges for researchers in accessing children’s voices about matters that pertain to them in school settings.

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Johansson, Juha y Markku S. Hannula. "Third Graders' Perceptions on Moral Behaviour on Bullying If They Had the Infinite Powers of Superhero Defenders". Education Research International 2012 (2012): 1–15. http://dx.doi.org/10.1155/2012/258181.

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Bullying is a serious moral concern affecting the victim's welfare and achievement in school. Lately, research on bullying phenomenon has led to successful procedures in which passive bystanders are asked to become defenders of the victims of bullying. This case study explores children's perceptions on moral behaviour on bullying and, moreover, what type of moral voice they would express if they had the infinite powers and means of superhero defenders. Children created masks, posters, and flags for ideal superheroes and described their personalities. In addition, they drew comic strips about the skills they wish to teach new hero students in superhero school. The results indicate that children's moral voices can be divided primarily into justice and care. In addition, some expressed also the dark voice of the vigilante. Findings suggest that superheroes offer one tool for educators and children to ponder about the role of defenders for the victims of bullying. The topic focuses on the core of school life, relationships between pupils, and their moral development. Sixteen third grade children (aged 9-10) from a primary school in Finland took part in the study. The results for two of the children are presented in detail as the basis for discussion.

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41

Staphorst, Mira S., Joke A. M. Hunfeld, Reinier Timman, Jan Passchier y Johannes B. van Goudoever. "Hearing the voices of children: self-reported information on children's experiences during research procedures: a study protocol". BMJ Open 5, n.º 10 (octubre de 2015): e009053. http://dx.doi.org/10.1136/bmjopen-2015-009053.

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42

Alexander, Kristine. "Can the Girl Guide Speak?: The Perils and Pleasures of Looking for Children's Voices in Archival Research". Jeunesse: Young People, Texts, Cultures 4, n.º 1 (2012): 132–45. http://dx.doi.org/10.1353/jeu.2012.0007.

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43

Collins, Kathryn S. "Hearing the Silence: Children’s Voices on Violence". Advances in Social Work 4, n.º 1 (10 de enero de 2018): 20–33. http://dx.doi.org/10.18060/40.

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Each year more than five million children in the United States are exposed to traumatizing events in their communities. This paper presents a discussion of multiple areas in violence and victimization research that needs to be continued as well as provides suggestions on how to un-silence child survivors through bridging the gaps between research and practice. It reviews the overarching problem of violence in the U.S. at the domestic and global levels and the effects of victimization. Suggestions on how to study possible mediators and moderators of victimization and individual and family adjustment, including: 1) The ecological perspective; 2) Court process and verdict; and 3)Utilization of victim services, are explored. Finally, a rationale and examples of combining qualitative and quantitative methods in future research that uses children’s attributions of violence as a mediator are presented.

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44

Gonzalez, Paola A., Rebecca K. Zarger, C. Ann Vitous y Christine Prouty. "Understanding Children's Perspectives On Water Resources in Interdisciplinary Research". Practicing Anthropology 41, n.º 1 (1 de enero de 2019): 32–37. http://dx.doi.org/10.17730/0888-4552.41.1.32.

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Abstract Children's perspectives and knowledge of their local environment are not often incorporated into interdisciplinary applied research projects focused on understanding human relations with water resources. This paper discusses the process of integrating children's perspectives into interdisciplinary research on water resources through the use of a method called “picture voice,” where children create drawings to share their experiences. The paper focuses on research conducted in southern Belize and how this approach can be useful for developing educational activities for school settings to share research results of interdisciplinary environmental research projects. Projects involving children ideally entail a collaborative effort between researchers and educators alike, and we suggest that picture voice is a methodological tool for young people to share their perspectives. We suggest greater attention should be given to children's knowledge by anthropologists and their natural and engineering sciences colleagues to expand curricula in a way that shifts attention to local ecology and children's environmental knowledge and practices. Finally, best practices for bridging anthropology and engineering to share results of projects through educational efforts are presented.

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45

Goddard, Chris y Neerosh Mudaly. "The Ethics of Involving Children Who Have Been Abused in Child Abuse Research". International Journal of Children's Rights 17, n.º 2 (2009): 261–81. http://dx.doi.org/10.1163/157181808x389920.

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AbstractIs it ethical for children to experience pain or sadness when talking about their experiences of abuse for purposes of research? Can they be re-traumatised by this experience? How can confidentiality be guaranteed if there are concerns about current abuse? These are some of the ethical questions that arise when children who have been abused are involved in research. Yet it is also recognised that children have a right to be involved in research. The critical dilemma is how to balance the welfare rights of children to be protected from any possible exploitation, trauma and harm with their right to be consulted and heard about matters that affect them. The difficulty in resolving this conflict may be one reason that current literature on this subject is still limited, and because such research places researchers 'in a minefield of ethical dilemmas' (Runyan, 2000: 676).This paper critically explores the ethical issues encountered in a study which encouraged children and young people who had been abused to speak for themselves about their experiences of victimisation. The authors discuss the ethical dilemmas that were encountered and how these were addressed in the context of children's rights. The authors argue that while serious ethical difficulties arise in this type of research, strategies which empower and promote children's informed participation, and minimise risks, are possible. The article presents the voices of children wherever relevant.

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Greavu, Elena-Laura y Roxana Pepelea. "Polyphony in the Choral Creation for Equal Voices Signed by Dan Voiculescu". Studia Universitatis Babeş-Bolyai Musica 66, n.º 1 (30 de junio de 2021): 143–58. http://dx.doi.org/10.24193/subbmusica.2021.1.10.

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"This paper represents a more detailed research of one of the defining stylistic aspects for equal voices choral creation composed by Dan Voiculescu. The composer managed to enrich the children's repertoire with important works, starting from the premise that it must be close to the contemporary musical language. Polyphony, in its various forms, gives this type of repertoire stylistic unity and offers many possibilities for modernizing the choral language. Dan Voiculescu uses poliphony to exploit and materialize it in a multitude of compositional devices. The most used polyphonic process in Voiculescu's choral creation is imitative polyphony. It is materialized in various forms, being connected mainly by the tradition of its application from ancient times (Renaissance, Baroque) to the present day. Keywords: polyphony, Composer Dan Voiculescu, choral music. "

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Randall, Duncan. "Revisiting Mandell’s ‘least adult’ role and engaging with children’s voices in research". Nurse Researcher 19, n.º 3 (20 de abril de 2012): 39–43. http://dx.doi.org/10.7748/nr2012.04.19.3.39.c9058.

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Tangen, Reidun. "Listening to children’s voices in educational research: some theoretical and methodological problems". European Journal of Special Needs Education 23, n.º 2 (mayo de 2008): 157–66. http://dx.doi.org/10.1080/08856250801945956.

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Teachman, Gail y Brenda Gladstone. "Guest Editors’ Introduction: Special Issue: Constructions of “Children’s Voices” in Qualitative Research". International Journal of Qualitative Methods 19 (1 de enero de 2020): 160940692098065. http://dx.doi.org/10.1177/1609406920980654.

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Ghirotto, Luca, Elena Busani, Michela Salvati, Valeria Di Marco, Valeria Caldarelli y Giovanna Artioli. "Researching children's perspectives in pediatric palliative care: A systematic review and meta-summary of qualitative research". Palliative and Supportive Care 17, n.º 1 (29 de mayo de 2018): 107–18. http://dx.doi.org/10.1017/s1478951518000172.

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AbstractObjectiveQualitative research is pivotal in gaining understanding of individuals’ experiences in pediatric palliative care. In the past few decades, the number of qualitative studies on pediatric palliative care has increased slightly, as has interest in qualitative research in this area. Nonetheless, a limited number of such studies have included the first-person perspective of children. The aim of this article is to understand the contribution of previous qualitative research on pediatric palliative care that included the voices of children.MethodA systematic review of qualitative studies and a meta-summary were conducted. MEDLINE, CINAHL, PsycINFO, PsycARTICLES, and ERIC were searched without limitations on publication date or language. Eligible articles were qualitative research articles in which the participants were children ranging in age from 3 to 18 years.ResultWe retrieved 16 qualitative research articles reporting on 12 unique studies, and we selected two mixed-method articles. The meta-summary shows eight themes: the relationship with professional caregivers, pain and its management, “living beyond pain,” the relationship between pediatric patients and their families, children's view on their treatment and service provision, meanings children give to their end-of-life situation, consequences of clinical decisions, and the relationships among children in pediatric palliative care and their peers.Significance of resultsThis meta-summary presents the “state of the art” of pediatric palliative care qualitative research on children and highlights additional research areas that warrant qualitative study.

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