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.
Creators(s): |
Blaisdell, Caralyn ![]() | Item type: | Article |
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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: | 23 Jan 2021 03:31 |
URI: | https://strathprints.strath.ac.uk/id/eprint/60130 |
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