Young Children Are Researchers: Children Aged Four to Eight Years Engage in Important Research Behaviour When They Base Decisions on Evidence

Autor/in	Murray, Jane
Titel	Young Children Are Researchers: Children Aged Four to Eight Years Engage in Important Research Behaviour When They Base Decisions on Evidence
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 5, S.705-720 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1213565
Schlagwörter	Evidence; Student Research; Preschool Curriculum; Early Childhood Education; Decision Making; Decision Making Skills; Experimenter Characteristics; Participative Decision Making; Observation; Cognitive Processes; Preferences; Personal Autonomy; Peer Acceptance; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Evidenz; Studentenforschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Decision-making; Entscheidungsfindung; Beobachtung; Cognitive process; Kognitiver Prozess; Individuelle Autonomie; Ausland; Großbritannien
Abstract	Whilst young children are affected by educational policy decisions based on research evidence, their abilities to make decisions based on evidence are often disregarded by policymakers and professional adult researchers. This article reports on elements of the Young Children As Researchers (YCAR) project, an interpretive empirical study that sought social justice in the field of early childhood by conceptualising ways in which young children aged four to eight years are researchers and may be considered to be researchers. Adopting a principled approach framed by a "jigsaw" methodology, the YCAR study engaged professional adult researchers (n = 34), young children aged four to eight years (n = 138) and their practitioners (n= 15) in three English primary schools. Drawing on the study findings, this article argues that decision-making based on evidence is an important research behaviour undertaken by young children that deserves recognition by policymakers, practitioners and the academy as a potential vehicle for realising children's participation rights. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01