Inclusive or exclusive participation: Paradigmatic tensions in the mosaic approach and implications for childhood research

Caralyn Blaisdell - ORCID 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346Early childhood research continues to be dominated by psychological research in the positivist paradigm. The Mosaic approach is one work that contests this dominant discourse on early childhood, using task-based, participatory inquiry to share power and involve children as co-constructors of knowledge. However, there are paradigmatic tensions underlying the use of task-based methods. In this paper I examine these tensions in the context of my own experience as an early career researcher. In particular the complex role of the researcher is discussed, and connected to issues of inclusion and exclusion regarding children’s participation in the research process.http://www.childhoodstoday.org/article.php?id=686pubpub

Participatory work with young children: The trouble and transformation of age-based hierarchies

Caralyn Blaisdell - ORCID 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346Item previously deposited in University of Strathclyde repository on 9 Aug 2018 at: https://strathprints.strath.ac.uk/id/eprint/65102This paper explores the ways that participatory work with young children was actually lived in practice, in one early childhood setting. Drawing on an ethnographic study, the paper argues that disruption of age-based hierarchy was key for making space and time for young children’s meaningful participation. Practitioners held a strong, nuanced view of young children’s ‘richness’, rather than defining young children in terms of what they lack. The finished state of adulthood was troubled, with adults seen as fellow ‘emergent becomings’, in the process of learning alongside children. However, despite conscious efforts to deconstruct age-based hierarchy, age and life experience remained troublesome concepts at the nursery. The paper examines tensions and limitations in how far adults were willing to cede control to young children, focusing on the example of care routines. The paper contends that participatory work with children must itself be maintained as a space for inquiry and reflection.https://doi.org/10.1080/14733285.2018.149270317pubpub

Listening to young children: meaningful participation in early childhood settings

This briefing reports on research that looked at how listening to children was put into practice in one early childhood setting. It provides questions to help early years practitioners reflect on and deepen their participatory work with young children

Young children’s participation as a living right: an ethnographic study of an early learning and childcare setting

My doctoral research has explored how young children’s participation was put into practice—how it was ‘lived’ and negotiated—in the context of one early learning and childcare setting. The concept of children’s participation is rooted in large part in the UN Convention on the Rights of the Child (1989), which enshrines children’s right to express their views and have those views taken into account. However, young children’s participation rights are often overlooked. The more prominent discourse about young children has been one that focuses on early childhood as a preparatory period of life, in which adults must intervene and shape children’s development. My research has therefore focused on child-adult relationships within the early childhood setting, looking at how young children and early childhood practitioners ‘lived’ children’s participation and negotiated the tensions and challenges that arose for them. To carry out the research, I used an ethnographic methodology to study one fieldwork site in depth. ‘Castle Nursery’ was an early learning and childcare setting in Scotland, where practitioners professed to work in participatory ways with young children. The long-term nature of ethnography allowed me to observe how children’s participation was lived and negotiated at Castle Nursery over an eight-month period of fieldwork. The research found that practitioners challenged adult-led, ‘schoolified’ practices by foregrounding young children’s knowledge and contributions to the setting. Children’s participation was embedded into play-based pedagogy at Castle Nursery, with practitioners organising time and space to allow young children a great deal of influence over their daily experiences. Rather than planning adult-led learning activities, practitioners instead cultivated a rich learning environment for children to explore, through free-flow play. The thesis has also highlighted a variety of tensions and challenges that arose. Even at Castle Nursery, where practitioners were proud of the ways their work challenged conventional norms about young children, there were limits to how far practitioners would take a participatory approach. The thesis has particularly highlighted the importance of reflective practices about the ethical dimensions of early childhood practice. Uncertainty seemed to be an inevitable and enduring feature of living young children’s participation

Posing Unique and Urgent Challenges to Understandings of Quality: Elucidations through a Froebelian lens

This paper reports on findings from a small pilot study undertaken with early years practitioners in Scotland.  The Scottish Government is currently implementing its key election promise of almost doubling the entitlement to publicly funded early learning and childcare (ELC) for all three and four-year old and eligible two-year old children. A key message from the Scottish Government during this period has been that quality is at the heart of the expansion initiative (Scottish Government, 2017b). However, quality can be a contested and an ill understood concept (Moss, 2019). This pilot study, therefore, explored the perspectives of practitioners in Scotland regarding what quality in early years provision entails, particularly in this time of change and expansion. The paper will make three key arguments based on the findings from the study. First, that although quality is a much-used term in Scottish ELC settings, understandings of the term can be subjective, yet powerful and can leave practitioners with more questions than answers. Second, we argue that Fröbelian principles could ameliorate some of the issues regarding quality in Scotland, particularly in terms of combatting discrimination. Finally, we argue that those principles must be accompanied by a social justice lens in which prejudice and stereotypes are recognized, named, and unpacked and action for change taken

‘Why am I in all of these pictures?’ From learning stories to lived stories:The politics of children’s participation rights in documentation practices

Caralyn Blaisdell - ORCID: 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346In this paper, we report on Phase One of a small action research project that examined how Learning Stories were put into practice at one Scottish nursery. Specifically, the paper looks at young children’s participation rights and how they were enacted within the authorship of the stories. The project used an action research approach in which qualitative data about participants’ current experiences with the stories was used to spark reflection, experimentation and change in documentation practices. Drawing on Phase One data from young children, parents and practitioners at the nursery, our findings illustrate the complex enactment of children’s participation rights, including children’s right to information, freedom of expression and their right to express their views and have those views taken into account. The paper concludes that more work needs to be done in the field of Learning stories to (a) acknowledge the complex political and material considerations at play in the creation of pedagogical documentation and (b) to accommodate children’s own authorship, through flexible, non (or less) written methods.The research was funded by The Froebel Trust: Registered Charity No. 1145128 Company Limited by Guarantee Registered in London No. 7862112.https://doi.org/10.1080/1350293X.2021.2007970aheadofprintaheadofprin

Look Who’s Talking:Using creative, playful arts-based methods in research with young children

Young children are often ignored or marginalised in the drive to address children’s participation and their wider set of rights. This is the case generally in social research, as well as within the field of Arts-Based Education Research. This article contributes to the growing literature on young children’s involvement in arts-based research, by providing a reflective account of our learning and playful engagement with children using creative methods. This small pilot project forms part of a larger international project titled Look Who’s Talking: Eliciting the Voices of Children from Birth to Seven, led by Professor Kate Wall at the University of Strathclyde. Visiting one nursery in Scotland, we worked with approximately 30 children from 3 to 5 years old. Seeking to connect with their play-based nursery experiences, we invited children to participate in a range of arts-based activities including drawing, craft-making, sculpting, a themed ‘play basket’ with various props, puppetry and videography. In this article, we develop reflective, analytical stories of our successes and dilemmas in the project. We were keen to establish ways of working with children that centred their own creativity and play, shaped by the materials we provided but not directed by us. However, we struggled to balance our own agenda with the more open-ended methods we had used. We argue that an intergenerational approach to eliciting voice with young children – in which adults are not afraid to shape the agenda, but do so in responsive, gradual and sensitive ways – creates the potential for a more inclusive experience for children that also meets researcher needs

Children as competent social actors

Caralyn Blaisdell - ORCID 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346Item not available in this repository.https://uk.sagepub.com/en-gb/eur/the-sage-encyclopedia-of-children-and-childhood-studies/book245903pubpu

Chapter 2: Whose knowledge counts in Early Childhood Education and Care

Caralyn Blaisdell - ORCID: 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346Item is not available in this repository.https://www.criticalpublishing.com/anti-racism-in-educationpubpu

Putting reflexivity into practice: Experiences from ethnographic fieldwork

Caralyn Blaisdell - ORCID 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346Item not available in this repository.In this paper, I discuss my use of reflexive writing during my PhD fieldwork, which was an eight month ethnographic study of one early learning and childcare setting. Going into my fieldwork, I was keen to explore how reflexivity could help me negotiate issues that arose because of my professional background as a preschool teacher. In the essay, I discuss my reasons for using reflexive writing during my fieldwork, and argue that reflexive writing exposed issues that might otherwise have remained hidden.https://doi.org/10.1080/17496535.2015.9949779pubpub