This book examines the methodological decisions made by researchers working in early childhood contexts. Viewed from a researcher’s perspective, each chapter explores the journey of the researcher, capturing their decision-making processes in early childhood research.
Through themes such as the politics of ethics and how different cultural norms shape research in different localities, Decisions and Dilemmas of Research Methods in Early Childhood Education explores key questions such as: What are the ethical issues arising during early childhood research? Which research traditions and methodologies prevail and why? How are research subjects perceived and positioned within different research contexts? What interdisciplinary tensions or opportunities arise between different ways of working across early childhood research? The book critically unpacks how these decisions are made and by whom during the course of research. Each chapter includes reflections of researchers working across disciplines such as education, health and social work to understand the thinking, forces and actors that shape decisions made during the research process.
This is essential reading for researchers working in early childhood contexts in fields such as social work, health, education, criminology, psychology and more.
Table of Contents
Anne Keary, Janet Scull, Susanne Garvis and Lucas Walsh
Part I: Storied Conversations
1. Exploring Conflict in Early Childhood Learning in Israel: A Multi-Vocal Case Study
Anne Keary and Julie Faulkner
2. Re-thinking Place in Urban Early Childhood Education Research: Exploring Alternate Theoretical and Methodological Approaches
Louise Hennessy and Helen Grimmett
Part II: Relations with Communities
3. Exploring Collaborative Research Partnerships in Remote Indigenous Communities
Jane Page, Janet Scull, Megan L. Cock et al
4. The Five R’s of Indigenous Research as a Framework for Early Childhood Research
Shelley Stagg Peterson Guided by the knowledge shared by Elder Red Bear Robinson
5. Early Childhood Education and Care for Refugee Families: Views from the Third Space
Anne Keary, Andrea Reupert and Susanne Garvis
Part III: Methodology
6. Where Is the Mixing? Trends in Early Childhood Education and Care Research in the Nordic Countries
Heidi Harju-Luukkainen, Tiina Itkonen and Susanne Garvis
7. The Challenges of Making the Invisible Visible: Studying Experiential Knowledge in Early Childhood Teacher Education
Part IV: Working with Government and Industry
8. Early Childhood Research: Complexities and Tensions of Industry-Commissioned Evaluations
Lucas Walsh, Jane Kirkby and Anne Keary
9. Language Ideology and the Learning of Languages in the Early Childhood Context
Yvette Slaughter and Edith Nicolas
10. Research Conundrums and Reflections
11. University-Linked School-Based Mental Health Services Following a Natural Disaster: Challenges and Critical Considerations of an Integrated Approach
Chryse Hatzichristou, Aikaterini Lampropoulou, Panayiotis Lianos et al
Anne Keary’s research, teaching and engagement work enhance the provision of socially just education in diverse cultural and linguistic educational settings. She undertakes qualitative longitudinal intergenerational research. Anne teaches in the area of early childhood education and care at both undergraduate and postgraduate levels.
Janet Scull is Associate Professor in Language and Literacy at Monash University. Her research interests focus on the areas of language and literacy acquisition, literacy teaching and assessment and practices that support the continuity of children’s literacy learning across early childhood settings and the early years of schooling.
Susanne Garvis is a Professor of Education and Chair of the Department of Education at Swinburne University of Technology. She is an international expert in quality improvement within early childhood education and care.
Lucas Walsh is Director of the Monash Centre for Youth Policy & Education Practice in the Faculty of Education at Monash University. His research focuses on children and young people's transitions throughout school and to post-school life and the implications for educators, other service providers and policy makers.