The right to be properly researched: Research with children in a messy, real world.
Beazley, H., Bessell, S., Ennew, J., & Waterson, R. (2009). The right to be properly researched: Research with children in a messy, real world. Children’s Geographies, 7(4), pp. 365-378.
Voice, authenticity and ethical challenges: The participatory dissemination of youth-generated visual data over social media.
Yang, K.-H. (2015). Voice, authenticity and ethical challenges: The participatory dissemination of youth-generated visual data over social media. Visual Studies, 30(3), pp. 309-318.
Video observations of children’s perspectives on their lived experiences: Challenges in the relations between the researcher and children.
Pálmadóttir, H., & Einarsdóttir, J. (2016). Video observations of children’s perspectives on their lived experiences: Challenges in the relations between the researcher and children. European Early Childhood Education Research Journal, 24(5), pp. 721-733.
Ethical considerations of children’s digital image-making and image-audiancing in early childhood environments.
Eckhoff, A. (2015). Ethical considerations of children’s digital image-making and image-audiancing in early childhood environments. Early Child Development and Care, 185(10), pp. 1617-1628.
The rights of pre-verbal children involved in video-recorded research.
Mudaly, N. (2015). The rights of pre-verbal children involved in video-recorded research. The International Journal of Children’s Rights, 23(2), pp. 391-404.
Understanding the ethical requirement for parental consent when engaging youth in research.
Kennan, D. (2015). Understanding the ethical requirement for parental consent when engaging youth in research. In S. Bastien & H. Holmarsdottir (Eds.), Youth ‘At the Margins’ (pp. 87-101). Rotterdam: Sense Publishers.
Meaningful informed consent with young children: Looking forward through an interactive narrative approach.
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), pp. 673-687.
Examining concepts of power and agency in research with young people.
Spencer, G., & Doull, M. (2015). Examining concepts of power and agency in research with young people. Journal of Youth Studies, 18(7), pp. 900-913.
Insiders’ perspectives: A children’s rights approach to involving children in advising on adult-initiated research.
Dunn, J. (2015). Insiders’ perspectives: A children’s rights approach to involving children in advising on adult-initiated research. International Journal of Early Years Education, 23(4), pp. 394-408.
The inclusion of open-ended questions on quantitative studies of children: Dealing with unanticipated responses relating to child abuse and neglect.
Lloyd, K., & Devine, P. (2015). The inclusion of open-ended questions on quantitative surveys of children: Dealing with unanticipated responses relating to child abuse and neglect. Child Abuse & Neglect, 48, pp. 200-207.