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Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

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Inclusive or exclusive participation : paradigmatic tensions in the mosaic approach and implications for childhood research

Blaisdell, Caralyn (2012) Inclusive or exclusive participation : paradigmatic tensions in the mosaic approach and implications for childhood research. Childhoods Today, 6 (1).

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Abstract

Early childhood research continues to be dominated by psychological research in the positivist paradigm. The Mosaic approach is one work that contests this dominant discourse on early childhood, using task-based, participatory inquiry to share power and involve children as co-constructors of knowledge. However, there are paradigmatic tensions underlying the use of task-based methods. In this paper I examine these tensions in the context of my own experience as an early career researcher. In particular the complex role of the researcher is discussed, and connected to issues of inclusion and exclusion regarding children’s participation in the research process.

Item type: Article
ID code: 60130
Keywords: early childhood, positivist paradigm, mosaic approach, task-based methods, inclusion, exclusion, child participation, Psychology, Developmental and Educational Psychology
Subjects: Philosophy. Psychology. Religion > Psychology
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Pure Administrator
Date deposited: 10 Mar 2017 11:21
Last modified: 14 Dec 2018 14:15
URI: https://strathprints.strath.ac.uk/id/eprint/60130
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