Skip to main content
SpringerLink
Log in

Embedding Young Children’s Participation Rights into Research: How the Interactive Narrative Approach Enhances Meaningful Participation

  • Original Article
  • Published:
International Journal of Early Childhood Aims and scope Submit manuscript

Abstract

This research explored how young children’s research participation can be enhanced when an interactive narrative approach is embedded within research to enhance children’s consent to participation and their understanding of the research process. The context for this research was a 1-h, science outreach programme delivered into Australian playgroups. An interactive digital story was devised to inform nine children (aged 3–4 years) about the purposes of the research. Across a period of 11–16 weeks and across three occasions, an informing story about the research was used with the children to elicit their descriptions and explanations about their research role. Data gathered from semi-structured interviews with parents and audio- and video-recorded conversations with children also aided in the analyses to understand how children perceived their role as a research participant. Through cross-case analysis, six aspects of meaningful research participation were identified from children’s and parents’ responses: engagement, journeying, authenticity, consequence, ownership, and identity. The research extends current knowledge about young children’s rights to understand their participatory role in research and about the considerations that can be put in place to ensure participation is personally meaningful to children.

Résumé

Cette recherche explore comment la participation de jeunes enfants à la recherche peut être améliorée quand une approche narrative interactive est intégrée à la recherche pour améliorer le consentement des enfants à la participation et leur compréhension des processus de recherche. Le contexte de cette recherche est un programme d’une heure de sensibilisation à la science dispensé dans des groupes de jeu australiens. Une histoire numérique interactive a été conçue afin d’informer neuf enfants (âgés de 3 à 4 ans) des objectifs de la recherche. Sur une période de 11 à 16 semaines et à trois reprises, une histoire informative sur la recherche a été utilisée avec les enfants pour obtenir leurs descriptions et explications sur leur rôle dans la recherche. Les données recueillies à partir d’entrevues semi-structurées avec les parents et d’enregistrements audio et vidéo de conversations avec les enfants ont également aidé aux analyses pour comprendre comment les enfants percevaient leurs rôles de participants à la recherche. Au moyen d’une analyse de cas transversale, six aspects d’une participation significative à la recherche ont été identifiés dans les réponses des enfants et des parents: engagement, cheminement, authenticité, conséquence, appropriation et identité. La recherche élargit les connaissances actuelles sur les droits des jeunes enfants à comprendre leur rôle participatif dans la recherche et sur les mesures qui peuvent être mises en place pour assurer que la participation soit personnellement significative pour les enfants.

Resumen

El presente estudio investigó la forma en que la participación de niños pequeños en investigaciones puede mejorarse al incorporar un Método Narrativo Interactivo en la investigación para aumentar la participación voluntaria de los niños y su comprensión sobre los procesos de investigación. Se utilizó un programa de ciencia de una hora de largo alcance comunitario suministrado a grupos de actividades lúdicas en Australia. Se diseñó un cuento digital interactivo para comunicar el propósito de esta investigación a nueve niños entre 3 y 4 años de edad. Durante un período de 11 a 16 semanas y en tres ocasiones se utilizó un cuento que incluía información sobre la investigación para recolectar las descripciones y explicaciones de los niños sobre su participación en la investigación. Entrevistas semi-estructuradas con los padres y conversaciones grabadas en video y audio con los niños también se utilizaron para analizar la información y así comprender la forma en que los niños percibían su papel como participantes en dicha investigación. Las respuestas de padres y niños permitieron identificar seis aspectos de participación significativa en la investigación mediante análisis cruzado: participación, experiencia, autenticidad, consecuencia, posesión e identidad. Esta investigación contribuye al conocimiento actual acerca del derecho de niños pequeños a comprender su papel participativo en investigaciones, y también acerca de las consideraciones que pueden ponerse en práctica para garantizar que la participación sea significativa para los niños a nivel personal.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Alderson, P. (2008). Young children’s rights: Exploring beliefs, principles and practice (2nd ed.). London: Jessica Kingsley.

    Google Scholar 

  • Alderson, P., & Morrow, V. (2004). Ethics, social research and consulting with children and young people (2nd ed.). Ilford: Barnardo’s.

    Google Scholar 

  • Blaisdell, C., Arnott, L., Wall, K., & Robinson, C. (2019). Look who’s talking: Using creative, playful arts-based methods in research with young children. Journal of Early Childhood Research,17(1), 14–31. https://doi.org/10.1177/1476718X18808816.

    Article  Google Scholar 

  • Bourke, R., & Loveridge, J. (2013). Exploring informed consent and dissent through children’s participation in educational research. International Journal of Research & Method in Education,37(2), 151–165. https://doi.org/10.1080/1743727X.2013.817551.

    Article  Google Scholar 

  • Chesworth, L. (2018). Embracing uncertainty in research with young children. International Journal of Qualitative Studies in Education (QSE),31(9), 851–862. https://doi.org/10.1080/09518398.2018.1499982.

    Article  Google Scholar 

  • Christensen, P., & James, A. (2008). Introduction: Researching children and childhood cultures of communication. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices (2nd ed., pp. 1–9). Hoboken, NJ: Taylor & Francis.

    Chapter  Google Scholar 

  • Clark, A. (2011). Breaking methodological boundaries? Exploring visual, participatory methods with adults and young children. European Early Childhood Education Research Journal,19(3), 321–330. https://doi.org/10.1080/1350293x.2011.597964.

    Article  Google Scholar 

  • Clavering, E. K., & McLaughlin, J. (2010). Children’s participation in health research: From objects to agents? Child: Care, Health & Development,36(5), 603–611. https://doi.org/10.1111/j.1365-2214.2010.01094.

    Article  Google Scholar 

  • Cocks, A. J. (2006). The ethical maze: Finding an inclusive path towards gaining children’s agreement to research participation. Childhood,13(2), 247–266. https://doi.org/10.1177/0907568206062942.

    Article  Google Scholar 

  • Cortazzi, M., & Lixian, J. (2007). Narrative learning, eal and metacognitive development. Early Child Development and Care,177(6/7), 645–660. https://doi.org/10.1080/03004430701379074.

    Article  Google Scholar 

  • Ferreira, J. M., Karila, K., Muniz, L., Amaral, P. F., & Kupiainen, R. (2018). Children’s perspectives on their learning in school spaces: What can we learn from children in Brazil and Finland? International Journal of Early Childhood,50(3), 259–277. https://doi.org/10.1007/s13158-018-0228-6.

    Article  Google Scholar 

  • Flewitt, R. (2005). Conducting research with young children: Some ethical considerations. Early Child Development and Care,175(6), 553–565. https://doi.org/10.1080/03004430500131338.

    Article  Google Scholar 

  • Formosinho, J., & Araujo, S. B. (2006). Listening to children as a way to reconstruct knowledge about children: Some methodological implications. European Early Childhood Education Research Journal,14(1), 21–31. https://doi.org/10.1080/13502930685209781.

    Article  Google Scholar 

  • Groundwater-Smith, S., Dockett, S., & Bottrell, D. (2015). Participatory research with children and young people. London: Sage Publications.

    Book  Google Scholar 

  • Harcourt, D., & Conroy, H. (2011). Informed consent: Processes and procedures in seeking research partnerships with young children. In D. Harcourt, B. Perry, & T. Waller (Eds.), Researching young children’s perspectives: Debating the ethics and dilemmas of educational research with children (1st ed., pp. 38–51). Hoboken, NJ: Routledge.

    Chapter  Google Scholar 

  • Harwood, D. (2010). Finding a voice for child participants within doctoral research: Experiences from the field. Australasian Journal of Early Childhood,35(4), 4–13.

    Article  Google Scholar 

  • Hill, M., Laybourn, A., & Borland, M. (1996). Engaging with primary-aged children about their emotions and well-being: Methodological considerations. Children and Society,10(2), 129–144.

    Article  Google Scholar 

  • Lansdown, G. (2009). The realisation of children’s participation rights: Critical reflections. In B. Percy-Smith & N. Thomas (Eds.), A handbook of children and young people’s participation: Perspectives from theory and practice (pp. 11–23). Hoboken, NJ: Routledge.

    Google Scholar 

  • MacDonald, A. (2009). Drawing stories: The power of children’s drawings to communicate the lived. Australasian Journal of Early Childhood,34(3), 40–49.

    Article  Google Scholar 

  • MacNaughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice. Crows Nest, NSW: Allen & Unwin.

    Google Scholar 

  • Mathison, S. (2011). Cross-case analysis. In S. Mathison (Ed.), Encyclopedia of evaluation (p. 96). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Mayne, F., & Howitt, C. (2015). How far have we come in respecting young children in our research? A meta-analysis of early childhood research practice from 2009 to 2012. Australasian Journal of Early Childhood,40(4), 30–38.

    Article  Google Scholar 

  • Mayne, F., Howitt, C., & Rennie, L. (2016). Meaningful informed consent with young children: Looking forward through an interactive narrative approach. Early Child Development and Care,186(5), 673–687. https://doi.org/10.1080/03004430.2015.1051975.

    Article  Google Scholar 

  • Mayne, F., Howitt, C., & Rennie, L. (2017). Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children. International Journal of Inclusive Education,21(3), 299–315. https://doi.org/10.1080/13603116.2016.1260833.

    Article  Google Scholar 

  • Mayne, F., Howitt, C., & Rennie, L. (2018). Rights, power and agency in early childhood research design: Developing a rights-based research ethics and participation planning framework. Australasian Journal of Early Childhood (AJEC),43(3), 4–14.

    Article  Google Scholar 

  • McIntosh, C., & Stephens, C. (2011). A storybook method for exploring young children’s views of illness causality in relation to the familial context. Early Child Development and Care,182(1), 23–33. https://doi.org/10.1080/03004430.2010.534161.

    Article  Google Scholar 

  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Ruiz-Casares, M., & Thompson, J. (2016). Obtaining meaningful informed consent: Preliminary results of a study to develop visual informed consent forms with children. Children’s Geographies,14(1), 35–45. https://doi.org/10.1080/14733285.2014.971713.

    Article  Google Scholar 

  • Ruscoe, A., Barblett, L., & Barratt-Pugh, C. (2018). Sharing power with children: Repositioning children as agentic learners. Australasian Journal of Early Childhood,43(3), 63–71. https://doi.org/10.23965/AJEC.43.3.07.

    Article  Google Scholar 

  • Siraj-Blatchford, I., & Manni, L. (2008). ‘Would you like to tidy up now?’ An analysis of adult questioning in the English foundation stage. Early Years,28(1), 5–22. https://doi.org/10.1080/09575140701842213.

    Article  Google Scholar 

  • Smith, A. B., Duncan, J., & Marshall, K. (2005). Children’s perspectives on their learning: Exploring methods. Early Child Development and Care,175(6), 473–487. https://doi.org/10.1080/03004430500131270.

    Article  Google Scholar 

  • Soundy, C., & Drucker, M. (2010). Picture partners: A co-creative journey into visual literacy. Early Childhood Education Journal,37(6), 447–460. https://doi.org/10.1007/s10643-010-0374-4.

    Article  Google Scholar 

  • Strouse, G. A., Nyhout, A., & Ganea, P. A. (2018). The role of book features in young children’s transfer of information from picture books to real-world contexts. Frontiers in Psychology,9, 50. https://doi.org/10.3389/fpsyg.2018.00050.

    Article  Google Scholar 

  • Tan, M., & Gibson, R. (2017). ‘You feel like you’re an artist. Like Leonardo da Vinci’: Capturing young children’s voices and attitudes towards visual arts. International Journal of Education through Art,13(3), 295–315. https://doi.org/10.1386/eta.13.3.295_1.

    Article  Google Scholar 

  • Theobald, M., Danby, S., & Ailwood, J. (2011). Child participation in the early years: Challenges for education. Australasian Journal of Early Childhood,36(3), 19–26.

    Article  Google Scholar 

  • United Nations. (1989). Convention on the Rights of the Child. Geneva, Switzerland: UN Office of High Commissioner for Human Rights (OHCHR). Retrieved from https://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx. Accessed 24 Dec 2018.

  • United Nations. (2006). General comment No. 7(2005): Implementing child rights in early childhood (CRC/C/GC/7/Rev.1) Geneva, Switzerland: UN Office of High Commissioner for Human Rights (OHCHR). Retrieved from https://www.refworld.org/docid/460bc5a62.html. Accessed 3 June 2019.

  • Wang, Y., Palonen, T., Hurme, T.-R., & Kinos, J. (2019). Do you want to play with me today? Friendship stability among preschool children. European Early Childhood Education Research Journal,27(2), 170–184. https://doi.org/10.1080/1350293X.2019.1579545. Accessed 9 Dec 2018.

    Article  Google Scholar 

  • Whitehurst, G. J. (2002). Dialogic reading: An effective way to read to preschoolers. Arlington, VA; Reading Rockets WETA Public Television. Retrieved from https://www.readingrockets.org/article/dialogic-reading-effective-way-read-aloud-young-children.

  • Woolley, J. D., & Cox, V. (2007). Development of beliefs about storybook reality. Developmental Science,10(5), 681–693. https://doi.org/10.1111/j.1467-7687.2007.00612.x.

    Article  Google Scholar 

  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, CA: Sage.

    Google Scholar 

Download references

Acknowledgements

This work was supported by the Australian Research Council Linkage Grant (LP110200756) to Dr Christine J Howitt and Professor Léonie J Rennie, in partnership with Scitech and Rio Tinto. The opinions expressed in the article are those of the researchers and should not be attributed to the funding body.

Author information

Authors and Affiliations

  1. Graduate School of Education, The University of Western Australia, Corner Hampden Road and Stirling Highway, Nedlands, WA, 6009, Australia

    Fiona Mayne & Christine Howitt

Authors
  1. Fiona Mayne
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Christine Howitt
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Fiona Mayne.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Mayne, F., Howitt, C. Embedding Young Children’s Participation Rights into Research: How the Interactive Narrative Approach Enhances Meaningful Participation. IJEC 51, 335–353 (2019). https://doi.org/10.1007/s13158-019-00255-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13158-019-00255-2

Keywords

Search

Navigation