Cross constructions of childhood: Bridging the adult and child divide

Author(s):

Jonathon SargeantDeborah Harcourt

Conference:

ECER 2009

Network:

25. Research on Children's Rights in Education

Format:

Paper

Session Information

25 SES 03, Issues of Methods and Design in Researching Children's Rights

Paper Session

Time:

2009-09-28

14:00-15:30

Room:

NIG, Seminarraum

Chair:

Nina Thelander

Contribution

This research project/paper seeks to continue research conversations that both researchers have begun (Harcourt, 2005; 2008; Sargeant, 2007, 2008) in relation to young children’s standpoints on matters that they may have an opinion about. These studies established children’s competence in articulating their views and opinions, and their ability to report on important issues in their lived experiences of childhood. The studies also established that it is highly possible that the way children experience childhood, and how adults perceive it to be experienced, may result in a disjunction between the actual and the expected. A central philosophy underpinning this work seeks an acknowledgment of the presence of children and their accounts of life, as an essential element to understanding their social worlds. This challenges traditional notions of developmental psychology that children become someone (i.e., an adolescent or an adult). In reference to the sociology of childhood, Mayall (2002) suggested that by studying some children’s lives, we may be able to develop a greater understanding of children’s lives more generally. Parallel to this philosophical position, is a genuine attempt to respond to the mandates offered under the United Nations Convention on the Rights of the Child (1989). We examine current understandings of children and childhood, with the view to a commitment to involve children in the decision-making and policy environment on matters that concern them. We support the notion that a school community can provide the structure and procedures that enable children’s participation, should it view the child as a competent and capable contributor. It is this commitment that shapes the ideas the community has about children. The wish to listen to, and involve children, originates within this context and leads to structures and procedures that can support the involvement of children (Langstead, 1994). Education professionals are in a position to play a proactive role towards the recognition of rights for all children, and respond by attempting to change the status quo through policy and practice. By examining and analysing the expressed views of children regarding adults conceptions of childhood and comparing those with adults views of childhood this research will identify the extent to which there is alignment or disjunction with contemporary adult assumptions. This research addresses an ongoing challenge and contributes to expanding the wider community’s thinking about and providing for children.

Method

In acknowledging children as research participants, this study used a research design and methodology enabling a collaborative effort with children rather than on children (Robbins, 2003). Analysis and reflection was based on the inclusion of the participating children’s ideas, alongside those of the researchers. These reflections foreground possibilities for others to look critically at the data and to offer pathways to affirm, to challenge or to change understandings of children and their lived experiences. The research methodology draws upon an adaptation of the mosaic approach (Clark & Moss, 2001) for data collection tools, whereby conversations, drawings, text, photographs, digital voiced recordings and interviews are used to consider current understandings of childhood (from the adult standpoint), adulthood (from the child standpoint) and the UNCROC document.

Expected Outcomes

The research approach was inter-disciplinary with applicability to both early childhood studies and primary education. The children were invited to put forward their views and opinions through conversations, drawings and/or written texts on their understanding of how adults view children and childhood. Children were invited to theorise differences in perspectives and propose reasons why this may be so. The researchers also interviewed student teachers from Bond University and 20 experienced teachers from two education settings on their understanding of children, childhood and the UNCRC document. A central philosophy underpinning this work is an acknowledgment of children and their accounts of life, as an essential element to understanding their social worlds.

References

Dockett, S., & Perry, B. (2003). Children’s views and children’s voices in starting school. Australian Journal of Early Childhood, 28(1), 12-17. Eckersley, R., Wierenga, A., & Wyn, J. (2005). Life in a time of uncertainty: optimising the health and wellbeing of young Australians. Medical Journal of Australia, 183(8), 402-404. Einarsdottir, J. (2005). Playschool in pictures: Children’s photographs as a research methodology. Early Child Development and Care, 175(6), 523-541. Fattore, T., Mason, J., & Watson, E. (2007). Children’s conceptualisation(s) of their well-being. Social Indicators Research, 80(1), 5-29. Franklin, B. (Ed.). (1995). The handbook of children's rights. London: Routledge. Grover, S. (2004). Why won't they listen to us? On giving power and voice to children participating in social research. Childhood, 11(1), 81-93. Harcourt, D., & Conroy, H. (2005). Informed assent. Early Child Development and Care, 175(6), 567-577. James, A. (2005). Life times: children's perspectives on age, agency and memory across the life course. In J. Qvortrup (Ed.), Studies in modern childhood: Society, agency, culture (pp. 248-266). New York: . Palgrave Macmillan. James, A., & Prout, A. (Eds.). (1997). Constructing and reconstructing childhood. London: Falmer Press. Jamrozik, A., & Sweeney, T. (1996). Children and society : the family, the state and social parenthood. Melbourne: Macmillan Education. Katz, L. (1992). Early childhood programs: Multiple perspectives on quality. Childhood Education, 66-71. Kulynych, J. (2001). No playing in the public sphere: democratic theory and the exclusion of children. Social Theory and Practice [H.W. Wilson - SSA], 27(2), 231-264. Langstead, O. (1994). Looking at quality from a child’s perspective. In P. Moss & A. Pence (Eds.), Valuing quality in early childhood services (pp. 28-42). London: Paul Chapman. Lundy, L. (2007). "Voice" is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. Mason, J., & Fattore, T. (Ed.). (2005). Children Taken Seriously: In Theory, Policy and Practice: : Jessica Kingsley Publishers. Mayall, B. (2002). Towards a sociology of childhood. Maidenhead, England: Open University Press. Sargeant, J. (2007). Children being children: the value of an 'importance filter'. Journal of Student Wellbeing, 1(1), 15-30. Thomson, F. (2007). Are Methodologies for Children keeping them in their Place? Children's Geographies, 5(3), 207-218. Thorpe, K., Tayler, C., Bridgstock, R., Greishaber, S., Skosen, P., & Danby, S. (2005). Preparing for school. Report of the Queensland preparing for school trials 2003/2004. Brisbane, Australia: School of Early Childhood, Queensland University of Technology. Tucci, J., Mitchell, J., & Goddard, C. (2007). Children’s fears, hopes and heroes - Modern Childhood in Australia. Melbourne: Monash University & Australian Childhood Foundation. National Research Centre for the Prevention of Child Abuse. UNICEF. (1989). The United Nations Convention on the Rights of the Child. New York. United Nations. (1989). Convention on the Rights of the Child. Geneva. Valentine, G. (1999). Being Seen and Heard? The Ethical Complexities of Working with Children and Young People at Home and at School. Ethics, Place & Environment, 2(2), 141. Wyness, M. G. (2000). Contesting childhood. New York: Falmer Press.

Author Information

Jonathon Sargeant

Bond University

Centre for Research in Children's Citizenship

Bond University

Deborah Harcourt

Bond University, Australia

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