Abstract:

Young children have much to offer to research, to narrate their lived experiences and perspectives. While contemporary views of children and childhood have seen a distinct shift toward notions of children’s rights, competence and agency, the frequency of children’s perspectives remains underrepresented in the empirical research literature. An increase of research ‘with’ rather than ‘on’ children is necessary to understand and represent children authentically, to give voice to children’s experiences and perspectives. Paying attention to “voice” is a growing trend in early childhood educational research and pedagogy, based on an identified need to involve children in the decisions that are made about them and their lives (Enochsson et al., 2019). Such a stance conveys a shifting image of the child during the last few years—from an object for adult intervention to one who is capable of engaging with others and contributing in his or her own right (Duhn, 2019). Drawing on literature presenting research with young children, this paper provides a review of methodologies and identifies data collection activities that provide opportunities for children to be active research participants to best report on their own experiences and perspectives. This paper then exemplifies the design of a research project (PhD) informed by the review of literature. This research project explores the everyday lived experiences of natural environments as places for learning and development of children aged four to five years. The approach will provide alternative methods, as well as opening up conversations within the early childhood field about new trends and experiences in early childhood education that foreground children’s rights, respect, dignity and wellbeing.

Keywords:

Early childhood, child voice, research with children, natural environments, child rights.