Ethical considerations: Play for fun and play for data collection.
Dockett, S. (2021). Ethical considerations: Play for fun and play for data collection. In Arnott, L., & Wall, K. (Eds.). Research through Play: Participatory Methods in Early Childhood. London: Sage. In a broader book exploring play as method in rights-based research, this chapter critically explores play and offers important guidance from an ethical perspective, including […]
Tensions, assumptions and situated ethics: Attuning to the unpredictability of ethics in early childhood research participation.
Hendry, H., Teszenyi, E., Rodriguez-Leon, L., Maynes, M. L., Dorrian, J., & Edwards, T. (2025). Tensions, assumptions and situated ethics: Attuning to the unpredictability of ethics in early childhood research participation. European Early Childhood Education Research Journal, 33(3), pp. 483–496. In this paper, members of the Open University Early Childhood research group share and discuss […]
Methods and ethics in qualitative research exploring young children’s voice: A systematic review.
Sun, Y., Blewitt, C., Edwards, S., Fraser, A., Newman, S., Cornelius, J., & Skouteris, H. (2023). Methods and ethics in qualitative research exploring young children’s voice: A systematic review. International Journal of Qualitative Methods, 22. This systematic review examined studies that sought to capture young children’s (3–6 years) voice in Early Childhood Education and Care […]
Negotiating power dynamics through co- reflexivity in research with young children in disadvantaged communities.
El Gemayel, S.M., & Salema, Y. (2023). Negotiating power dynamics through co‐reflexivity in research with young children in disadvantaged communities. Children & Society, 37(5), pp. 1596-1611. Abstract: This paper addresses how unequal power dynamics in research with young children in disadvantaged communities can be negotiated through co-reflexivity. It explores this through two different projects, the […]
Relational ethics-in-action: Learning from naturalistic video observations of infants, toddlers, and their teachers.
Jia, A.C., Cooper, M., & Gould, K. (2023). Relational ethics-in-action: Learning from naturalistic video observations of infants, toddlers, and their teachers. The First Years, Ngā Tau Tuatara: New Zealand Journal of Infant and Toddler Education, 25(1), pp.32-36. Abstract: In the context of researching the real lives of infants, toddlers, and their teachers in early childhood […]
Ethical issues in research with young children in early second language education.
Mhic Mhathúna, M., & Hayes, N. (2021). Ethical issues in research with young children in early second language education. In: Schwartz, M. (Ed.). Handbook of Early Language Education. Springer International Handbooks of Education (pp. 1-28). Springer: Cham. ISBN: 978-3-030-47073-9; e-book ISBN: 978-3-030-47073-9. Abstract: There is a growing field of second language research in early childhood […]
‘But, what is a researcher?’ Developing a novel ethics resource to support informed consent with young children.
Truscott, J. & Benton, L. (2024). ‘But, what is a researcher?’ Developing a novel ethics resource to support informed consent with young children. Children’s Geographies, 22(3), pp. 396-403. Abstract: Young children are generally unfamiliar with the notion of research, which can generate ethical discomfort when seeking their consent to participate in it. Taking informed consent […]
Social research and the privacy and participation of children: Reflections on researching Australian children’s playlore.
Darian‐Smith, K., & Henningham, N. (2014). Social research and the privacy and participation of children: Reflections on researching Australian children’s playlore. Children & Society, 28(4), pp. 327-338. Abstract: Social research into the daily activities of children is important if we are to understand how children perceive themselves in relationship to their world. Ethically managed social […]
Negotiating power dynamics through co‐reflexivity in research with young children in disadvantaged communities.
El Gemayel, S. M., & Salema, Y. (2023). Negotiating power dynamics through co‐reflexivity in research with young children in disadvantaged communities. Children & Society, 37(5), pp. 1596-1611. Abstract: This paper addresses how unequal power dynamics in research with young children in disadvantaged communities can be negotiated through co-reflexivity. It explores this through two different projects, […]
Ethical provocations for early childhood research.
Flewitt, R. (2022). Ethical provocations for early childhood research. In Kumpulainen, K., Kajama, A., Erstad, O., Mäkitalo, Å., Drotner, K., & Jakobsdóttir, S. (Eds.). Nordic Childhoods in the Digital Age, Chapter 19 (pp. 207-213). Routledge: Oxon / New York. ISBN: 9780367702526. Book description: This book adds to the international research literature on contemporary Nordic childhoods […]