Eliciting the Voices of Children from Birth to Seven Look Who’s Talking:
Reading Lists

This is a list of references that we are currently aware of in the field of voice with young children. It is a continually evolving list and so if you know of publications that should be on it, please get in touch with Kate.Wall@Strath.ac.uk

Abbott, L., & Langston, A. (2005). Ethical research with very young children. In A. Farrell (Ed.), Ethical research with children (pp. 37-48). Maidenhead, UK: Open University Press.

Barley, R., & Bath, C. (2014). The importance of familiarisation when doing research with young children. Ethnography and Education, 9(2), 182-195.

Barrett, M. S., Everett, M. C., & Smigiel, H. M. (2012). Meaning, value and engagement in the arts: Findings from a participatory investigation of young Australian children’s perceptions of the arts. International Journal of Early Childhood, 44(2), 185-201.

Beazley, H., Bessell, S., Ennew, J. & Waterson, R. (2011). How are the human rights of children related to research methodology? In A. Invernizzi & J. Williams, (Eds.), The human rights of children: From visions to Implementation (pp. 159-178). Farnham, UK: Ashgate.

Cameron, H. (2005). Asking the tough questions: A guide to ethical practices in interviewing young children. Early Child Development and Care, 175(6), 597-610.

Clark, A. & Moss, P. (2001). Listening to young children: The Mosaic approach. London: National Children’s Bureau.

Clark, A. (2005). Listening to and involving young children: A review of research and practice. Early Child Development and Care 175(6), 489–505.

Clark, A. (2007). Views from inside the shed: Young children’s perspectives of the outdoor environment. Education 3-13, 35(4), 349-363.

Clark, A. (2010). Transforming children’s spaces: Children’s and adult’s participation in designing learning environments. London, Routledge.

Clark, A. (2010). Young children as protagonists and the role of participatory, visual methods in engaging multiple perspectives. American Journal of Community Psychology, 46, 115-123.

Clark, A. (2010). Transforming children’s spaces: Children’s and adults’ participation in designing learning environments. London: Routledge.

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. doi: 10.1080/1350293X.2011.597964

Clark, A. (2011). Multimodal map making with young children: Exploring ethnographic and participatory methods. Qualitative Research, 11(3), 311-330.

Clark, A., Kjorholt, A. & Moss, P. (eds.) (2005). Beyond listening: Children’s perspectives on early childhood services. Bristol: Policy Press.

Clark, A., McQuail, S. & Moss, P. (2003). Exploring the field of listening to and consulting with young children. Research Report 445. London: DfES

Clark, A., & Moss, P. (2005). Spaces to play: More listening to young children using the Mosaic approach. London: National Children’s Bureau.

Coates, E., & Coates, A. (2006). Young children talking and drawing. International Journal of Early Years Education, 14(3), 221–241.

Conroy, H., & Harcourt, D. (2009). Informed agreement to participate: Beginning the partnership with children in research. Early Child Development and Care, 179(2), 157–165.

Danby, S., & Farrell, A. (2004). Accounting for young children’s competence in educational research: New perspectives on research ethics. Australian Educational Researcher, 31(3), 35-50.

Danby, S., & Farrell, A. (2005). Opening the research conversation. In A. Farrell (Ed.), Ethical Research with Children (pp. 49-67). London: Open University Press.

Dockett, S., Einarsdóttir, J., & Perry, B. (2009). Researching with children: Ethical tensions. Journal of Early Childhood Research, 7(3), 283-298.

Dockett, S., Einarsdóttir, J., & Perry, B. (2011). Balancing methodologies and methods in researching with young children. In D. Harcourt, B. Perry & T. Waller (Eds.), Researching young children’s perspectives: Ethics and dilemmas of educational research with children (pp. 68-81). Milton Park, UK: Routledge.

Dockett, S., Einarsdóttir, J., & Perry, B. (2012). Young children’s decisions about research participation: Opting out. International Journal of Early Years Education, 20(3), 244-256.

Dockett, S., Kearney, E., & Perry, B. (2012). Recognising young children’s understandings and experiences of community. International Journal of Early Childhood, 44(3), 287-305.

Dockett, S., Main, S., & Kelly, L. (2011). Consulting young children: Experiences from a museum. Visitor Studies, 14(1), 13- 33.

Dockett, S. & Perry, B. (2005). ‘You need to know how to play safe’: Children’s experiences of starting school. Contemporary Issues in Early Childhood, 6, 4-18.

Dockett, S., & Perry, B. (2005). Researching with children: Insights from the Starting School Research Project. Early Child Development and Care, 175(6), 507-521.

Dockett, S., & Perry, B. (2007). Trusting children’s accounts in research. Journal of Early Childhood Research, 5(1), 47-63.

Dockett, S. & Perry, B. (2010). Researching with young children: Seeking assent. Child Indicators Research, 4. doi: 10.1007/s12187010-9084-0

Dockett, S., & Perry, B. (2012). “In Kindy you don’t get taught”: Continuity and change as children start school. Frontiers of Education In China, 7(1), 5-32.

Dockett, S., & Perry, B. (2013). Siblings and buddies: Providing expert advice about starting school. International Journal of Early Years Education, 21(4), 348-361.

Dockett, S., & Perry, B. (2014). Participatory rights-based research: Learning from young children’s perspectives in research that affects their lives. In O. Saracho (Ed.) Handbook of research methods in early childhood education: Review of research methodologies, Volume II (pp. 675-710). Charlotte, NC: Information Age.

Dockett, S., Perry, B., & Kearney, E. (2012). Promoting children’s informed assent in research participation. International Journal of Qualitative Studies in Education. doi: 10.1080/09518398.2012.666289

Doverborg, E. & Pramling Samuelsson, I. (2011). Learning from Alex’s encounter with basic mathematical concepts. In J. Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström & M. Löwing (Eds.) (pp. 97-112). Voices on learning and instruction in mathematics. University of Gothenburg: National Centre for Mathematics Education.

Dunphy, E., & Farrell, T. (2011). Eliciting young children’s perpsectives on indoor play provision in their classroom: Reflections and challenges. In D. Harcourt, B. Perry & T. Waller (Eds.), Researching young children’s perspectives: Debating the ethics and dilemmas of educational research with children. Abingdon, UK: Routledge.

Einarsdóttir, J. (2005). Playschool in pictures: Children’s photographs as a research method. Early Child Development and Care, 175(6), 523–541.

Einarsdóttir, J. (2005). We can decide what to play! Children’s perceptions of quality in an Icelandic playschool. Early Child Development and Care, 16, 469-488.

Einarsdóttir, J. (2007). Research with children: methodological and ethical challenged. European Early Childhood Education Research Journal, 15, 197-211.

Einarsdóttir, J. (2008). Children’s and parent’s perspectives on the purposes of playschool in Iceland. International Journal of Education Research, 47, 283-291.

Einarsdóttir, J. (2010). Children’s experiences of the first year of primary school. European Early Childhood Education Research Journal, 18(2), 163-180. doi: 10.1080/13502931003784370

Einarsdóttir, J. (2014). Children’s perspectives on the role of preschool teachers. European Early Childhood Education Research Journal, 22(5), 679-697. doi: 10.1080/1350293X.2014.969087

Einarsdóttir, J., Dockett, S. & Perry, B. (2009). Making meaning: children’s perspectives expressed through drawings. Early Child Development and Care, 179, 217-232.

Einarsdóttir, J., & D. Harcourt, D. (2011). Introducing children’s perspectives and participation in research. European Early Childhood Education Journal 19(3), 301–307. doi: 10.1080/1350293X.2011.597962

Engdahl, I. (2011). Toddler interaction during play in the Swedish preschool, Early Child Development and Care 181(10), 1421-1439. doi: 10.1080/03004430.2010.533269

Flewitt, R. (2005). Conducting research with young children: Some ethical considerations. Early Child Development and Care, 175(6), 553-565.

Flewitt, R. (2006). Using video to investigate preschool classroom interactions: Education research assumptions and methodological practices. Visual Communication 5 (1): 25–50. doi: 10.1177/1470357206060917

Georgeson, J., Porter, J., Daniels, H., & Feiler, A. (2014). Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22(2), 198-212. doi: 10.1080/1350293X.2014.883720

Grace, R., & Bowes, J. (2011). Using an ecocultural approach to explore young children’s experiences of prior-to-school care settings. Early Child Development and Care, 181(1), 13-25.

Graham, A., & Fitzgerald, R. (2010). Children’s participation in research: Some possibilities and constraints in the current Australian research environment. Journal of Sociology, 46, 133-147.

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

Harcourt, D. (2011). A phased approach to researching with young children: Lessons from Singapore and beyond. Early Education and Development, 22(5), 818-838.

Harcourt, D., & Conroy, H. (2005). Informed assent: Ethics and processes when researching with young children. Early Child Development and Care, 175(6), 567-577.

Hoffman-Ekstein, J., Michaux, A., Bessell, S., Mason, J., Watson, E., & Fox, M. (2008). Children’s agency in communities: A review of literature and the policy and practice context. www.bensoc.org.au

Johansson, E., & Emilson, A. (2010). Toddlers’ life in Swedish preschool. International Journal of Early Childhood, 42(2), 165-179.

Johansson, E. (2011). Introduction: Giving words to children‘s voices in research. In E. Johansson and E. J. White (Eds.) Educational research with our youngest. Voices of infants and toddlers, (pp. 1-13). Dordrecht: Springer.

Johansson, E. (2011). Investigating morality in toddler’s life-worlds. In E. Johansson and E. J. White (Eds.) Educational research with our youngest. Voices of infants and toddlers, (pp. 39-62). Dordrecht: Springer.

Johansson, E., & Løkken, G. (2013). Sensory pedagogy: Understanding and encountering children through the senses. Educational Philosophy and Theory. doi:10.1080/00131857.2013.783776 10. 1–12

Kjorholt, A. (2005). The competent child and the ‘rights to be oneself’: Reflections on children as fellow citizens in an early childhood centre. In A. Clark, A. Kjorholt, & P. Moss (Eds.), Beyond listening: Children’s perspectives on early childhood services (pp. 151-173). Bristol, UK: Policy Press.

Kjørholt, A. T. (2005). The competent child and ‘The right to be oneself’: Reflections on children as fellow citizens in an early childhood centre. In A. Clark, A. T. Kjörholt & P. Moss, (Eds.), Beyond listening: Children’s perspectives on early childhood services, (pp. 151-174). Bristol: Policy Press.

Kupfer, H. (2011). Children’s voices in early childhood settings’ everyday concerts. In D. Harcourt, B. Perry, & T. Waller (Eds.), Researching young children’s perspectives: Debating the ethics and dilemmas of educational research with children (pp. 100-112). London: Routledge.

Lansdown, G. (2005a). Can you hear me? The right of young children to participate in decisions affecting them. Working paper 36. Bernard van Leer Foundation, The Hague. Retrieved from: http://www.bernardvanleer.org/Can_you_hear_me_The_right_of_young_children_to_participate_in_decisions_affecting_them

Lansdown, G. (2005b). The evolving capacities of the child. Florence, Italy: UNICEF. Retrieved from http://www.unicef-irc.org/publications/pdf/evolving-eng.pdf

Leeson, C. (2007). Going round in circles: Key issues in the development of an ethical protocol for research involving young children. In A. Campbell & S. Groundwater-Smith (Eds.), An ethical approach to practitioner research (pp. 129 -143). London: Routledge.

Levy, R., & Thompson, P. (2015). Creating “buddy partnerships” with 5- and 11-year old-boys: A methodological approach to conducting participatory research with young children. Journal of Early Childhood Research, 13(2), 137-149.

Lipponen, L., Rajala,A., Hilppö, J., & Paananen, M. (2016). Exploring the foundations of visual methods used in research with children, European Early Childhood Education Research Journal, 24(6), 936-946. doi: 10.1080/1350293X.2015.1062663

Løkken, G. (2000). The playful quality of the toddling style. International Journal of Qualitative Studies in Education 13 (5): 531–542. doi: 10.1080/09518390050156440

Løkken, G. (2000). Tracing the social style of toddlers peers. Scandinavian Journal of Educational Research 44 (2), 163–176. doi: 10.1080/713696668

Løkken, G. (2009). The construction of ‘toddler’ in early childhood pedagogy. Contemporary Issues in Early Childhood 10(1), 35–42. doi: 10.2304/ciec.2009.10.1.35

Määttä, E., & Järvelä, S. (2013). Involving children in reflective discussions about their perceived self-efficacy and learning experiences. International Journal of Early Years Education, 21(4), 309-324.

MacDonald, A. (2012). Young children’s photographs of measurement in the home. Early Years, 32(1), 71-85.

MacDonald, A. (2013). Researching with young children: Considering issues of ethics and engagement. Contemporary Issues in Early Childhood, 14(3), 255-269.

Macfarlane, K., & Cartmel, J. (2008). Playgrounds of learning: Valuing competence and agency in birth to three-year-olds. Australian Journal of Early Childhood, 33(2), 41-47.

MacNaughton, G., Hughes, P., & Smith, K. (2007). Early childhood professionals and children’s rights: Tensions and possibilities around the United Nations General Comment No.7 on children’s rights. International Journal of Early Years Education, 15(2), 161-170.

MacNaughton, G., Hughes, P., & Smith, K. (2007). Young children’s rights and public policy: Practices and possibilities for citizenship in the early years. Children and Society, 21(6), 458-469.

Kilia, M., Zacharos, K., & Ravanis, K. (2015). Four- to six-year-old children using photographs as sources of information about space. European Early Childhood Education Research Journal, 23(2), 164-182. doi: 10.1080/1350293X.2015.1016803

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.

Moore, T., McArthur, M., & Noble-Carr, D. (2008). Little voices and big ideas: Lessons learned from children about research. International Journal of Qualitative Methods, 7(2), 77-91. http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/1941/1362

Murray, J. (2012). Young children’s explorations: Young children’s research? Early Child Development and Care, 182(9), 1209-1225.

Murray, J. (2013). Young children’s research behaviour? Children aged four to eight years finding solutions at home and at school. Early Child Development and Care, 183(8), 1147-1165.

Murray, J. (2016). Young children are researchers: Children aged four to eight years engage in important research behaviour when they base decisions on evidence. European Early Childhood Education Research Journal, 24(5), 705-720, doi: 10.1080/1350293X.2016.1213565

Nutbrown, C. (2011). Naked by the pool? Blurring the image? Ethical Issues in the portrayal of young children in arts-based educational research. Qualitative Inquiry, 17(1), 3-14.

Nutbrown, C. & Clough, P. (2009). Citizenship and inclusion in the early years: Understanding and responding to children’s perspectives on ‘belonging’. International Journal of Early Years Education, 17 (3), 191-206.

Pálmadóttir, H. & Einarsdóttir, J. (2016). Video observations of children’s perspectives and their lived experiences: Challenges in the relations between the researchers and children. European Early Childhood Education Research Journal, 24(5), 721-733. doi: 10.1080/1350293X2015.1062662

Pálmadóttir, H., & Johansson (2015). Young children’s communication and expression of values during play sessions in preschool. Early Years, 35(3), 289-302. doi: 10.1080/09575146.2015.1048429

Pascal, C., & Bertram, T. (2009). Listening to young citizens: The struggle to make real a participatory paradigm in research with young children. European Early Childhood Education Research Journal, 17(2), 249-262.

Perry, B., & Dockett, S. (2005). ‘As I got to learn it got fun’: Children’s reflections on their first year of school. Proceedings of Australian Association for Research in Education 2004 Annual Conference, Sydney. http:///www.aare.edu.au/04pap/doc04324.pdf

Perry, B., & Dockett, S. (2011). “How ’bout we have a celebration!” Advice from children on starting school. European Early Childhood Education Research Journal, 19(3), 373-386.

Pramling, N. & Pramling Samuelsson, I. (Eds.). (2011). Educational encounters: Nordic Studies in Early Childhood Didactics. Dortrecht Holland: Springer.

Pramling Samuelsson, I., Sommer, D. & Berger González, M. (2016). Children’s Rights to Participation in Two Cultures: Guatemala-Maya and Scandinavian Parent Views of Young Children. In A. Farrell & I. Pramling Samuelsson (Eds.), Diversity in the Early Years. Intercultural learning and teaching (pp. 156-176). Melbourne: Oxford University Press.

Pramling, N., Doverborg, E. & Pramling Samuelsson, I. (2017). Re-metaphorizing Teaching and Learning in Early Childhood Education Beyond the Instruction – Social Fostering Divide. In C. Ringsmose & G. Kragh-Müller (Eds.), Nordic Social Pedagogical Approach to Early Years. International Perspectives on Early Childhood Education and Development, 15 (pp. 205-218). Springer: Switzerland.

Pramling Samuelsson, I., & Pramling, N. (2013). Orchestrating and studying children’s and teachers’ learning: Reflections on developmental research approaches. Education Inquiry, 4(3), 519-536. [293] (GUP 183544) http://dx.doi.org/10.3402/edui.v4i3.22624

Pyle, A., & Danniels, E. (2016). Using a picture book to gain assent in research with young children. Early Child Development and Care, 186(9), 1438-1452.

Rayna, S., & Laevers, F. (2011). Understanding children from 0 to 3 years of age and its implications for education. What’s new on the babies’ side? Origins and evolutions. European Early Childhood Education Research Journal 19(2), 161–172. doi: 10.1080/1350293X.2011.574404

Robbins, J. (2005). Contexts, collaboration, and cultural tools: A sociocultural perspective on researching children’s thinking. Contemporary Issues in Early Childhood, 6(2), 140-149.

Robson, S. (2011). Producing and using video data in the early years: Ethical questions and practical consequences in research with young children. Children & Society, 25(3), 179-189.

Robson, S. (2011). Producing and using video data with young children: A case study of ethical questions and practical consequences. In D. Harcourt, B. Perry, & T. Waller (Eds.), Researching young children’s perspectives: Debating the ethics and dilemmas of educational research with children (pp. 178-192). London: Routledge.

Sørensen, H. V. (2014). Ethics in researching young children’s play in preschool. In M. Fleer and A. Ridgway (Eds.), Visual methodologies and digital tools for researching with young children. Transforming visuality, (pp. 193-212). Dordrecht: Springer

Sommer, D., Pramling Samuelsson, I. & Hundeide, K. (2010). Child Perspectives and Children’s Perspectives in Theory and Practice. New York: Springer. [229a] (GUP 111904)

Sommer, D., Pramling Samuelsson, I., & Hundeide, K. (2013). Early Childhood Care and Education – A Child Perspective Paradigm. European Early Childhood Education Research Journal, 21(4), 459-475.

Stephenson, A. (2009). Horses in sandpit: Photography, prolonged involvement and stepping back as strategies for listening to children’s voices. Early Child Development and Care, 179, 131-141

Te One, S. (2011). Supporting children’s participation rights: Curriculum and research approaches. In D. Harcourt, B. Perry, & T. Waller (Eds.), Researching young children’s perspectives: Debating the ethics and dilemmas of educational research with children (pp. 85-99). London: Routledge.

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.

Trevarthen, C., & Aitken. J. (2001). Infant intersubjectivity: Research, theory, and clinical applications. Journal of Child Psychology and Psychiatry and Allied Disciplines 42(1), 3-48. doi: 10.1111/1469-7610.00701

Valentine,k. (2011). Accounting for agency. Children and Society, 25(5), 347-358.

Wall, K. (2017). Exploring the ethical issues related to visual methodology when including young children in wider research samples, International Journal of Inclusive Education (Special Issue: Researching ethically with children and young people in inclusive educational contexts), 21(3): 316-331.

Wall, K. (2012) “It wasn’t too easy, which is good if you want to learn”: An exploration of pupil participation and Learning to Learn, The Curriculum Journal, 23(3): 283-305

Wall, K. (2008) Understanding Metacognition through the use of Pupil Views Templates: Pupil Views of Learning to Learn, Thinking Skills and Creativity, 3: 23-33

Wall, K. and Higgins, S. (2006) Facilitating and supporting talk with pupils about metacognition: a research and learning tool. International Journal of Research and Methods in Education, 29(1): 39-53

Waller, T. (2006). ‘Don’t come too close to my octopus tree’: Recording and evaluating young children’s perspectives on outdoor learning. Children, Youth and Environments, 16(2), 75-104.

Waller, T. (2014). Voices in the park: Researching the participation of young children in outdoor play in early years settings. Management in Education, 28(4), 161-166.

Waller, T., & Bitou, A. (2011). Research “with” children: Three challenges for participatory research in early childhood. European Early Childhood Education Research Journal, 19(1), 5-20.

Wallerstedt, C., Pramling, N. & Pramling Samuelsson, I. (2011). In tune with the learner’s perspective in music: Theoretical and analytical considerations when interviewing children. Researching young children’s perspectives: Debating the ethics and dilemmas of educational research with children, (pp. 163-177). London: Routledge. (GUP 142407) [237]

Wallerstedt, C., Pramling, N. & Pramling Samuelsson, I. (2011). Embodied Voices and Voicing Embodied Knowing: Accessing and Developing Young Children’s Aesthetic Movement Skills. In E. Johansson & E. Jayne White (Eds.), Educational Research with Our Youngest. Voices of Infants and Toddlers. International Perspectives on Early Childhood Education and Development, Volume 5, pp. 87-102. Dordrecht: Springer.

Wallerstedt, C., Pramling Samuelsson, I. & Pramling, N. (2015). Technological design and children’s perspectives. In S. Robson & S. Flannery Quinn, The Routledge International Handbook of Young Children’s Thinking and Understanding (pp. 354-363). London: Routledge.

White, E. (2011). ‘Seeing’ the toddler: Voices or voiceless? In E. Johansson & E. J. White (Eds.), Educational research with our youngest. Voices of infants and toddlers, (pp. 63-86). Dordrecht: Springer.

Williams, L. (2010). ‘Am I staying for lunch today?’: A consultation with 3 and 4 year olds to find out about their experience of the Free Entitlement. London: National Children’s Bureau. http://www.ncb.org.uk/ecu_network/ycvn/ycvn_home/resources.aspx