Overview

Encouraging young children to create and carry out their own social research projects can have significant social and educational benefits. In addition, their research may help them to influence local and national policies and practices on issues that matter to them. To support this, Developing Children as Researchers acts as a practical guide to give teachers – and other adults who work with children – a set of structured, easy-to-follow session plans that will help children to become researchers in their own right. Comprising of ten session plans that have already been tried and tested in schools, this guide will assist you in supporting child researchers while helping you to develop the techniques for teaching research skills effectively. The session plans also ensure that children’s views are heard and reflected by encouraging their active curiosity and investigation of issues that they may be concerned about. Forming a step-by-step guide, the ten sessions cover themes such as: starting the research process and identifying a research topic; the three key principles of research: be sceptical, systematic and ethical; choosing research participants and drawing up a research plan; the range of data collection and analysis methods; reporting the results of, and reflecting upon, a research project. Children’s research has often depended upon the support of academic researchers to provide resources and training. By making the research training and facilitation process more widely accessible, this guide will help remove the psychological and practical hurdles that teachers and others who regularly work with children might feel about helping children’s research themselves.

Full Product Details

Author:   Chae-Young Kim (The Open University, UK.) ,  Kieron Sheehy (The Open University, UK) ,  Lucinda Kerawalla (The Open University, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.158kg
ISBN:  

9781138669260

ISBN 10:   1138669261
Pages:   140
Publication Date:   20 March 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction Suggestions for using the session plans: Inclusive and exploratory practice Session 1 What is social research? Session 2 Starting the research process: Identifying a research topic Session 3 Three key principles: be sceptical, be systematic and be ethical Session 4 Data collection method one: Questionnaires Session 5 Data collection method two: Interviews Session 6 Further data collection methods: Observations and using visual materials Session 7 Choosing research participants and drawing up a research plan Session 8 Analysing data by counting up Session 9 Analysing data by noticing meanings Session 10 Reporting and reflecting on social research Suggested Reading Index

Reviews

Emma Palastranga, Primary Deputy Head I have looked at the proposal and I'm very impressed. A few years ago I was involved in a project to develop children as researchers, it was as the authors described. It was led by an academic from university and was dependent on their input. It is a topic I nearly researched for my MA! The authors clearly recognise the time pressures teachers are under and also the value of enabling children to have their voice heard. I therefore think that there is a market for such a text. The sample chapters are very accessible in terms of language and layout, the addition of icons/images/boxes brings the page to life and signposts different sections of the research protocol for teachers and children. Teachers would find this easy to access and the examples are written with children's experiences in mind. I really like the way that the research can start alongside the training as I agree that for most children engaged in this, they just want to get going on their own research. However it is also flexible to run as a training programme in isolation. The chapters are clearly set out and cover each aspect of research in simple steps with further reading recommendations should it be required. In terms of longevity it can be linked into the curriculum though is not dependent upon it therefore it will not have an 'expiry date' and also has international appeal. The authors are knowledgeable and sensitive to classroom practicalities hence this quality proposal for a very useful text. It is one I shall be looking to purchase once published.' Joanne Newell, Primary Teacher This proposal is an exciting vision of how education may evolve in the future. It is challenging in the current educational climate, because there is a general tendency to veer towards a knowledge based curriculum, where children are fed a number of facts and expected to remember and regurgitate them. This is exactly why a book like this is needed at this particular time. It will open up teachers' minds to new possibilities and remind them that there are many ways for pupils to take control of their own learning. I would suggest that the main difficulty with the book is that the audience who will engage with it could potentially be limited because teachers feel so bogged down by the curriculum that already exists that taking on something that they could see as an extra subject in the curriculum could seem to them unfeasible. However, that is the worst case scenario. Good teachers and open minded leaders will recognise that these skills are applicable right across the curriculum. They are higher order skills that not only prepare children to be independent learners, but also prepare them for the academic skills that they will need throughout secondary school and at University level. So in that sense, this book nurtures ambition in young learners, which is a very positive thing. I hope that the book would show plenty of examples of the work produced by children who piloted the resources. This is a big seller for teachers because they like to know (if they are taking on an initiative that is new to them in an already frantic environment) that the new methods they are going to try out are tried and tested. It is good to be able to see what they are aiming and aspiring to. The suggested age group range is unclear. It is suggested that it is upper key stage 2 and bottom of secondary, but I would suggest that it would be better to stick to one or the other. If I had to choose I would suggest sticking with Key Stage 2 as it is much easier to integrate initiatives that are not specific to one subject into the primary curriculum. Reading through the lesson notes, I would have been interested in which specific year group the activities were trialed in. The main aspect that the written activities seems to lack is differentiation; it must not be forgotten that there are some children who would really struggle with these activities, either because they find discussion difficult or because the activities are so multi layered.

Author Information

Chae-Young Kim is an associate researcher at the Children’s Research Centre, the Open University, UK. She has previously worked for UNICEF in South Korea. Kieron Sheehy researches inclusive education and innovation pedagogies. He is an active member of the Open University’s Children’s Research Centre. Lucinda Kerawalla is a former director of the Open University's Children’s Research Centre. She also researches the technological support of classroom dialogues and mobile learning.

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