Researching With Children: Children’s Consideration of Their Research Rights
Author(s):
Sue Dockett (presenting / submitting) Robert Perry (presenting)
Conference:
ECER 2014
Network:
25. Research on Children's Rights in Education
Format:
Paper

Session Information

25 SES 03, Children and Young People and the Research Process

Paper Session

Time:
2014-09-02
17:15-18:45
Room:
B034 Anfiteatro
Chair:
Carol Robinson

Contribution

Positivist notions of children as innocent and vulnerable have been balanced in recent years with understandings of children as competent participants, experts on their own lives who are competent to share their views and opinions (James & Prout, 1997). In addition, children are recognised with rights to have their voices heard and to be taken seriously (United Nations, 1989). Changing views of children have challenged approaches to research with children and the ethical engagement of children in research. However, there are relatively few reports of children’s experiences, expectations or understandings of research participation. Within the context of a project seeking perspectives on their local community, this paper explores children’s understandings of their research rights. Stimulated by specifically developed information forms, 90 primary school children, aged 5-12 years, participated in conversations about the research, what was involved, and what were their research rights. Children’s understandings of research concepts, including consent, confidentiality and anonymity are reported, and strategies used in the exercise of their research rights are described. Perceived constraints and/or supports operating within school contexts are reported.

Ethical research is underpinned by the principles of research merit and integrity, justice, beneficence and respect. These principles accord to all the rights to participate in research that is well formulated and worth doing (research merit and integrity); in ways that promote fairness of research processes and outcomes (justice); minimise risk of harm or discomfort in promoting the broader benefits of the research (beneficence); and respect individual participants by having careful regard for their privacy, rights to confidentiality and capacities to make their own decisions about participation (respect) (National Health and Medical Research Council (NHMRC) 2007, pp. 12-13). This project focused on ways in which these principles and rights may be accorded to research participants who are children.

The paper reports approaches to engage with children in research about their local community. Built into the research were opportunities for the researchers and the children to explore understanding of the research, their research participation and their research rights.

Method

There were three phases to the research: introduction and construction of data; children making decisions about which data would be shared in a public forum; and reflecting on the research and reporting back to children. To include as broad a range of children as possible, all schools (primary and secondary) and early childhood settings in one local government area were invited to participate. Ten settings across this range agreed to be involved. This paper draws on data contributed by children across two primary school settings. Specific forms were developed to facilitate children’s consideration of informed assent (Dockett, Perry, Kearney, 2012). Opportunities were built into the research to engage with children about the project, their participation and research rights. Conversations were held between researchers and 90 children aged 5-12 years. Conversations occurred in class groups and lasted for around 45 minutes, focusing on children’s understanding and exercise of their research rights.

Expected Outcomes

Children engaged in a range of experiences as part of the project. In their conversations, they noted various understandings of the elements of ethical research. There was agreement that the research was worth doing, and consensus that they like being asked about their involvement. Several children noted that this was a novel experience at school. Issues of justice related to perceptions of fairness, particularly about who participated and in what ways. Older children were concerned about who represented them and how representatives were chosen. Issues of privacy and confidentiality focused on the purpose and use of pseudonyms. Several children wanted their contributions recognised and some younger children seemed to indicate that the use of pseudonyms introduced an element of pretense. Children commented specifically on the forms that had been designed to convey information about the project and their research rights. Overall, they supported the use of graphics, but also indicated that some graphics did not convey the intended meaning and made suggestions for improvements. In discussing children’s understanding of their research rights we consider both their comments and the potential constraints of researching with children in educational environments.

References

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 James, A. & Prout, A. (1997). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood (2nd ed.), London: Falmer Press. National Health and Medical Research Council. (2007). National Statement on Ethical Conduct in Human Research. Chapter 4.2: Children and young people. Retrieved from: http://www.nhmrc.gov.au/publications/ethics/2007_humans/section4.2.htm United Nations. (1989). Convention on the rights of the child. Retrieved from: http://www.unicef.org/crc/crc

Author Information

Sue Dockett (presenting / submitting)
Charles Sturt University
Thurgoona
Robert Perry (presenting)
Charles Sturt University, Australia

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