Wednesday, June 5, 2019

Issues that arise in research

Issues that arise in investigateIt is becoming much common to talk about including pip-squeakrens perspectives in review of churlrens services and this is evently the case for modern children. The traditional method often required imagination if experiences and views of young children ar to be taken into consideration by adults.Mosaic Approach is a particular framework for listening to very young children, under five years of age. It is an go on, which acknowledges children and adults as co-constructors of meaning. It is an approach, which push aside combine the visual with the verbal.The Mosaic is a multi-method which uses childrens own delineations, child-led tours and single-valued function qualification. The approach which combines the traditional query tools of observation and referenceing with participatory methods. The method is combined with talking and observing children to gain a deeper concord of childrens perspectives in their early childhood. The approach h as the potential to use with older children, especially those with communication difficulties or for whom English is an additional language.Clark quotes in that location ar three main theoretical starting points for this research approach, each based on notions of competency. (Clark, 2004, pg 142). As children have their own time and activities Clark acknowledges that children have important perspectives to contribute about their own lives. This view of competency is in contrast to other research models which Qvortrup has pointed out, which can often exclude the utterances of children. Qvortrup states that, children are often denied the right to speak for themselves either because they are held incompetent in making judgements or because they are thought of as unreliable witness about their own lives. (Qvortrup et al., 1994 2) Critically, it is important to consider the use of the term research with children rather than on or for children as a way of highlighting child expertise and ability to collaborate. In the past, much research was conducted on children but relatively picayune with them (Masson, 2004, pg 4). Lahman quotes has called for child-centered research and sees children as subjects and not objects. This reveals a discussion of whether research has been on or for children (Lahman, 2008, pg 295). Lehman also stresses the importance of providing children opportunities to interpret data and reflect on provisionary findings, which has been d whiz through follow-up interviews and focus groups where findings and data previously collected are brought to the children to discuss. Similarly, Kay et al. (2003) has characterised this as (re)presentation, meaning that child participants are presented with representations of research data in order to gain their input so the researcher may (re)present their data as informed by the childrens input.The framework consists of a Multi-method, which recognises the varied languages or voices of children. The de mocratic method treats children as experts and agents in their own lives fleck the Reflexive method includes children, practitioners and parents in reflecting on meanings and addresses the question of interpretation. The adaptable method can be utilise to a variety of early child-hood institutions which can be embedded into practice this method is a framework for listening which has the potential to be both employ as an evaluative tool and to become embedded into early years practice. Finally, the focussed on childrens lived experiences method looks at lives rather than knowledge gained or business organisation received.A major influence in developing this approach has been the methods used in the participatory appraisal. Participatory appraisal is about empowering poorer communities to have a voice for changes within their communities. A range of methodologies are used, which dont rely on written words and assumed as competency. This often led the development of imaginative too ls that enabled ignorant adults to speak and the same trigger has spurred the development the Mosaic approach with young children. The aim is to find pragmatic ways to contribute to the development of services that are responsive to the voices of the child and which recognises childrens competencies.Clark states The approach developed as a multi-developed model which was important to include o range of methods in order to allow children with diametrical abilities and interests to take part. (Clark, 2004, pg 144). There is a two item approach, firstly children and adults gather documentation and practitioners and parents/carers reflect on what they think life is like for the children. The second stage pieces to grabher information for dialogue, reflection and interpretation and practitioners and parents listen to the childrens own perspectives. In so far as we should choose those methods based around the ages of our participants, honest issues allow also underpin our choices of method. With interviewing, if you interview a 4 year old, you may exclude the other children. However, Lahman points out that using conventional one-on-one interviews would have meant lacking(p) most of the kids ways of expressing themselves. (Lahman, 2008, pg 294). However, as Clark states those who know the personalities of the children need sit alongside the participatory tools in the Mosaic approach in order to build a more(prenominal) detailed understanding of young childrens experiences. (Clark, 2004, pg 146). It is always preferable to be with children in their context, so naturally occurring conversations can occur in the context of the childrens lives. However, at that place are occasions when due to time, money or the topic, formal interviews may be required. When moving to a formal interview, the child/researcher power respectful be inherently emphasised and the researcher risks controlling the interview in a manner that produces what the child believes the adult wis hes to hear. Researchers may wish to allow the child to choose where they want the interview to occur and allow the child to hear their voice recording and handle the recording equipment. When conducting focus groups, friendship may be the most important factor for composing groups. Children talking together replicate the small group setting that they are familiar within the classroom where conversations can appear to flow effortlessly. A child could also lead the focus group with adults being present in a listening role. Encouraging children to interview their friends, as research is also a way to minimize the researchers power. Eliciting and understanding childrens views has become increasingly important for a range of reasons including legal, political and academic issues. Critically, late paradigms in social science have encouraged the views of children as social actors, playing an active role in shaping their environment. Research has suggested that children are more competent than previously thought in their ability to comment on their own lives, and be regard in making decisions. Yet, theories of child development are often cited as the reason why young children cannot be consulted and not able to understand the issues or make meaningful contributions. An alternative approach would be to assume that young children might not understand enough to be consulted on particular matters, or on some aspects of them, or indeed that they may be able to understand if they are asked in a different way.Adhering to participatory research principles requires a coherent and consistent approach to the research design, notably the practical considerations of generating data in appropriate ways. Pieces of the Mosaic, gathered by adults and children, form the basis for Stage Two. Combining the narratives and images of these individual pieces brings a greater level of understanding about young childrens priorities. By looking at all pieces gathered in Stage One you can bui ld a picture of what appears important, this is effected by looking at what images or narratives come up more frequently. Thus what themes appear more often are more important to the child or children involved? Another methodology could be photographs (taken by young person) cameras are a medium, which appeal to young children and provide a form of communication, which is fun. For example, allowing the children to photograph their favourite things. On a positive railway line, children expose and gain confidence, as they are able to engage in ways they feel comfortable and they learn new skills such as listening, reflecting on their feelings and practical skills such as using cameras. Finally, by being listened to, children may become more active participants and get more involved in activities. Negatively, children must choose to take part, otherwise it can be intrusive to tell them we are listening to you or to retain them for research purposes without first telling them. Know ledge is power by gaining further insight into the lives of the children you are working with you gain power over them, therefore minute for practitioners to be careful how they respond to what the children say. In line with the approach, the use of cameras produced data in the form of pictures it also encourages children to think about what they are looking at and make active decisions about what they do and do not want to photograph. However, as Clark states, if there is a mismatch between the task and the ability of the participants to complete the task, the data will be incomplete and some data will be missing. However, a reliance on drawings, photographs or video clips depends on some(prenominal) factors, not least of which is the quality of the image. The skill of the artist, photographer or camera operator can influence the final product, and further, the perspective of the participant is essential to interpret and extending these data. (Clark, 2004, pp. 142-161). There are equally complicated issues to be negotiated when research is conducted at school, in classrooms, or even at school when children are removed from classes to go in in research. Children could downplay their responses to questions (if answering in public might impact negatively on their status with peers) when a teacher or another agency figure (perceived or imaginary) was present but exaggerate their answers when with peers. The power of the photograph as a data-collection tool appears to make much more sense if the photographic task is aligned with an interview with the photographer.Lahman suggests allowing children to choose whether they wish to express themselves through an innovative method, some of the children we saw were keen to express themselves by drawing duration others had no interest in this method of communication. (Lahman, 2008, pg 294). Other examples of methods successfully utilized with children can include photography, video, communication with toys and art. Clark (2005) advocates for combining these methods as appropriate into what she has termed the Mosaic approach. It is of note that many of these methods will not work with our youngest participants such as infants and toddlers, or children who are severally disabled. For example, Lahman stresses in her journal the diary method may not be suitable for people children who cannot write nor have difficulty articulating their feelings in writing (Liamputtong, 2007 154).The use of participatory methods with young children has opened more doors to communicating. This however contradicts the story that researchers need to simplify their approaches with young children. The research has shown that there is a need to be flexible and to think differently. The approach is one attempt to turn this teetotum down and begin from young childrens strengths, their knowledge and attention to detail and visual, as well as verbal communication.To act ethical is to act the way one acts towards people wh om one respects. Major domain of a functions of consensus for ethical consideration with children include informed consent, confidentiality, access and privacy. Excessive oversight by research review boards is also an area of ethical discussion with some feeling that dangerous groups such as children are at risk for being under researched due to unnecessary restrictions or researchers avoiding children as participants due to governmental red tape. It is assumed that researchers should bring to ethical research with children that acknowledge childrens competence. Children are smart, make sense and want to live a good life. Lahman stresses in her journal for respecting childrens expertise as an ethical and methodological stance throughout the research process. This implies the need to be flexible and reflexive regarding ethical issues over the course of the entire study. (Thomas and OKane (1998)Critically, we need to look further, however not only with the process of learning but wi th the framework. Within the learning frame there is a wide range of approaches or pedagogies which view children in different ways. Some researchers see these children as an empty vessel waiting to be modify up with knowledge, while within this frame children are objects into which learning is poured.This type of participatory research is a right thing to do or at least a helpful thing to do, because it is based on a positive ethical framework, supports the political impetus of childrens rights and can generate such blue-chip data.Arguably most importantly, researcher must make time in ones research design to simply be with children. With time ethical consideration may be enacted reflexively. When we have multiple episodes upon which to draw, it becomes possible. Innovative methods rest on relationships and are not conducted frivolously, and children can demonstrate their true expertise as collaborators.Researchers should not pulley block attempting to form meaningful relationsh ips with the children they research. Indeed, if we reflect overly long on this issue, the danger becomes one may say, then why bother? It is hoped that researchers are drawn to study children through some sense of desiring to see the world through childrens eyes, attempting to improve children lives, and simply experiencing joy when with children.A multi-method, participatory approach, time consuming though it is, enables children with different skills and personalities to contribute their experiences. This can be applied to older children including those with special needs. The tools you choose to use can be altered according to the children you are working with. The philosophy behind the approach, children as experts in their own lives can apply to children of all ages.The Government Green paper, Every Child Matters states that the involvement of children and young people is of the essence(p) if services are to be improved. Core principles for increasing the involvement of chil dren have been introduced, which all Government departments are expected to follow, and are not bound by a lower age limit of children who should be consulted. However, younger children may be highlighted as one group that face barriers to being involved. Therefore, a proactive approach in crucial towards involving younger children.However, we caution against the assumption that this approach necessarily produces better research data and, indeed if participants are fully involved in all dissemination there is a risk of portraying rather sanitised research results. We warn that researchers must anticipate ethical and practical implications and maintain a reflexive awareness of how power differences interplay in sometimes surprising ways. To conduct research we must not hide behind suave statements that research was participatory, without including in our analysis the theoretical framework in which the participation sits and how the participation has impacted on the claims made for, and from, the research.There is no one research tool best suited to gaining childrens opinions as researchers deploy a wide range of interconnected methods and ultimately, always seeking better ways to make more understandable the experiences they have studied. However, it is crucial for researchers to avoid getting caught up in a method for method sake. Researchers need to develop interesting methods to engage children, while at the same time avoid a gimmick approach. There are some conventional methods that can be alienating for some vulnerable children and therefore, essential researchers adopt alternative approaches.Word Count

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