Theory versus reality

1. Theory versus reality Implications for facilitating research carried out by children and young people Dr Dorothy Faulkner – Centre for Childhood, Development and Learning, Open University.

2. Theoretical precursors - Social Action Research (Jones, 2004) • Seeks social change • Questions divisions between the personal and political • Makes claims for inclusion and voice • Challenges the privileged status of ‘scientific validity’ that can perpetuate power and status within established research communities • Asserts that the position of research informant or participant is one of ‘knowing’ as well as a source of what might be ‘know-able’ • Can reveal the limitations of exclusive reliance on traditional positivist approaches to research • Has led to participative methods of enquiry

3. A framework for involving children as researchers (Jones, 2004) • Identification of barriers and boundaries • Negotiation • Planning and design • Access • Training • Creating the work environment • Reflection • Dissemination

4. Identification of barriers and boundaries • Adult assumptions about children’s and young people’s competencies • Institutional barriers and boundaries • Child-related barriers and boundaries

5. Identification of barriers and boundaries • Adult assumptions about children’s competencies Age – notions concerning children’s cognitive, linguistic, physical, social and emotional competencies that are linked to psychological notions of ‘developmental stage’ Knowledge – children do not have the knowledge to investigate anything in sufficient depth Skills – children do not possess all of research skills and techniques to be able to design their own studies

6. Identification of barriers and boundaries • Institutional barriers and boundaries Funders and funding criteria – these can restrict the role of children and their access to funding and resources Appropriateness – aspects of research that are considered inappropriate for children Time – Children’s time is limited by external constraints such as the legal requirement to attend school and project time scales may not allow time for children’s inclusion Power and status – adult perceptions of children’s status can restrict access to certain processes

7. Identification of barriers and boundaries • Child related barriers and boundaries Limited time or interest of the child and limited willingness to invest too much time in research process Access or communication barriers e.g. mobility impairment, communication impairment, dependence on adults Children’s perceptions of adults can limit their perception of what they think they can contribute Initially children may lack knowledge, confidence, skills and abilities to undertake particular research tasks Factors such as race, gender, religion or culture can create social pressures or expectations that impact on children’s participation

8. Devising methods that ‘fit’ the child-researcher • Where are the children/young people who might be interested in carrying out research and who will approach them or select them? • Planning – adults should involve children in informal but focussed discussion using creative communication methods to explore meanings and concepts, challenge stereotypes and check assumptions. • Chosen methods must take into account ages, abilities, school and family commitments and relevant social factors • Adults need to take into consideration issues of access that could limit communication and participation, e.g. language, communication styles, literacy difficulties • Adults need to consider children’s support needs (mobility, personal care), time implications, transport, food, refreshment, health and safety issues

9. Creating the work environment • Adult researchers need to consider when and where children will carry out their research activities and training • Adult researchers must ensure that conditions that children will be working within comply with standards (health and safety, insurance, Criminal Records checks) • Activities must be non-hazardous, non-exploitative, and must not interfere with schooling and other activities and committments • Necessary training and support must be provided • Arrangements must be made for children to have easy access to support and supervision • Children should be compensated for their time, work and research expenses in some way, either in kind or in other ways

10. Training • This should equip children and young people with the skills and methodological tools they need to carry out their research • It must address broader issues such as ethics, reliability, validity and bias • It should be age/ability appropriate but should avoid ‘dumbing down’ or over-simplification based on (erroneous) assumptions about children’s competencies • Adults must reflect on their role in relation to the children participating in the training and research (teacher, expert, mentor, guide, assistant, supervisor?) • Systems of support and supervision must be set up (meetings, telephone, e mail, letters) • Consideration should be given to access to research sites and informants and help that children might need with this

11. Ongoing support and supervision • Ongoing support and supervision is necessary to ensure: • That research objectives are met, research principles followed and children’s aspirations are realised • Problems are addressed at an early stage and do not become barriers • Possible social and emotional effects are identified and support provided • Children’s continuing development as researchers is facilitatedgaps in skills, training or resources are identified • Continuing motivation when the going gets tough (e.g. data analysis, report writing) and that reflection and review occur • That children are helped to disseminate their findings to appropriate constituencies and people that they perceive as being the ‘targets’ of their research efforts

12. References: • Kellett, M. (2005). How to Develop Children as Researchers. London: Paul Chapman Publishing • Jones, A. (2004). ‘Involving children and young people as researchers’, in S. Fraser, V. Lewis, S. Ding, M. Kellett & C. Robinson, (Eds.) Doing Research with Children and Young People. London: Sage in association with the Open University. • Kellett, M. & Ding, S. (2004). ‘Middle childhood’, in S. Fraser, V. Lewis, S. Ding, M. Kellett & C. Robinson, (Eds.) Doing Research with Children and Young People. London: Sage in association with the Open University. • Woodhead, M. & Faulkner, D. (2000). ‘Subjects, objects or participants: Dilemmas of psychological research with children’, in P. Christensen & A. James (Eds.), Research with Children: Perspectives and Practices. London, Falmer Press