An Exploration of Ethical Issues in Research with Children under Three
RESEARCH AIMS
The aim of this PhD study is to bridge policy and practice by advancing an understanding of how the UN Convention on the Rights of the Child (UNCRC) can be incorporated into practice in settings providing ECEC for children under three.
RELATIONSHIP TO PREVIOUS RESEARCH WORKS
There is emerging evidence about the positive impact and improved outcomes for children in Rights Respecting Schools in England (Covell et al., 2011; UNICEF UK, 2015); however, there is limited research on Rights Based Pedagogy (RBP) in settings for children under three.
THEORETICAL AND CONCEPTUAL FRAMEWORK
It has been recommended that all signatories of the UNCRC create an agenda for rights in ECEC (OHCHR, 2006). RBP fits in with this recommendation and the sociology of childhood that recognises children as a social group with their own interests, priorities and rights.
PARADIGM, METHODOLOGY AND METHODS
This phenomenological case study will be conducted in different settings in England, Finland and Sweden, to explore the participants’ understanding and experiences of children’s rights through:
• participant observations with children
• parent focus group discussions
• staff interviews
ETHICAL CONSIDERATIONS
My ethical starting point was University, National and Association guidelines, informing e.g. ongoing assent/consent and confidentiality/anonymity. However, the importance of “ethical symmetry” (Christensen and Prout, 2002) and power relations in child research will be the focus of today's discussion.
MAIN FINDINGS AND DISCUSSION
The literature supports the notion that professionals need to recognise the ethical and political nature of ECEC.
IMPLICATIONS, PRACTICE AND POLICY
By developing theory, and bridging policy and practice this study seeks to move the children's rights debate on from rhetoric to understanding what an ethical RBP could look like in practice.
5 KEY WORDS
Rights-based, pedagogy, UNCRC, ethics, practice
