Exploring the Fields of Listening to and Consulting with Young Children

By A. Clark, Susan McQuail, P. Moss. 2003

126 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e61b28f9590af0459a2e2dbc438ab8e58e0464c8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future (2007, background): “Furthermore, it is beginning to be acknowledged that involving children in decisions relevant to them is necessary (Clark et al., 2003) while the BSF Building Bulletin includes a commitment to consult ‘all potential users in the community’ (DfES, 2002, p. 63).”
Disabled children’s childhood studies: a distinct approach? (2014, background): “…in imaginative and sensitive approaches to the study of disabled children’s lives, it is important to acknowledge the risk that researchers will simply become more expert at invading disabled children’s private worlds for their own purposes as adult researchers (Clark, McQuail, and Moss 2003).”
Ways of seeing: using the Mosaic approach to listen to young children's perspectives (2005, background): “The Mosaic approach acknowledges the importance of a framework for listening, which does not exclude the perspectives of practitioners and parents; a culture of listening should extend to all involved with an early childhood institution (Clark et al, 2003).”
‘What about my voice’: emancipating the voices of children with disabilities through participant-centred methods (2017, methodology): “For example, when researching with children with disabilities, researchers need to use multiple flexible methods (Clark, McQuail, and Moss 2003; Mallett and Runswick-Cole 2014; Morris 2003) that can accommodate the many ways participants express their thoughts and opinions.”