Ways of seeing: Using the Mosaic approach to listen to young children’s perspectives

Beyond Listening: Children's Perspectives on Early Childhood Services

Volumn , Issue , 2005, Pages 29-50

  Clark, Alison ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84925703556     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (20)

1. Brooker, L. (2002) Starting school: Young children’s learning cultures, Buckingham:Open University Press, p 171.
2. Carr, M. (2000) ‘Seeking children’s perspectives about their learning’, in A. Smith, N.J. Taylor and M. Gollop (eds) Children’s voices: Research, policy and practice, Auckland, New Zealand: Pearson Education, pp 37-55.
3. Christensen, P. and James, A. (eds) (2000) Research with children, London: Falmer Press.
4. Clark, A. (2003) ‘The Mosaic approach and research with young children’, in V. Lewis. M. Kellett, C. Robinson, S. Fraser and S. Ding (eds) The reality of research with children and young people, London: Sage Publications, pp 157-61.
5. Clark, A. and Moss, P. (2001) Listening to young children: The Mosaic approach, London: National Children’s Bureau for the Joseph Rowntree Foundation.
6. Clark, A. and Moss, P. (2005) Spaces to play: More listening to young children using the Mosaic approach, London: National Children’s Bureau.
7. Clark, A. and Statham, J. (2005) ‘Listening to young children: experts in their own lives’, Adoption and Fostering, vol 29, no 1, pp 45-56.
8. Clark, A., McQuail, S. and Moss, P. (2003) Exploring the field of listening to and consulting with young children, Research Report 445, London: DfES.
9. Cooke, B. and Kothari, U. (eds) (2001) Participation: The new tyranny?, London:Zed Books.
10. Edwards, C., Gandini, L. and Foreman, G. (eds) (1998) The hundred languages of children: The Reggio Emilia approach to early childhood education (2nd edn), New Jersey, NJ: Ablex Publishing Corporation.
11. Hart, R. (1997) Children’s participation, London: Earthscan/UNICEF.
12. James, A. and Prout, A. (1997) Constructing and reconstructing childhood (2nd edn), London: Falmer.
13. Johnson, V., Gordon, G., Pridmore, P. and Scott, P. (eds) (1998) Stepping forward:Children and young people’s participation in the development process, London:Intermediate Technology.
14. MacNaughton, G. (2003) Shaping early childhood: Learners, curriculum and contexts, Maidenhead: Open University Press.
15. Mayall, B. (2002) Towards a sociology for childhood: Thinking from children’s lives, Buckingham: Open University Press.
16. Parker, C. (2001) ‘When is she coming back?', in L. Abbott and C. Nutbrown (eds) Experiencing Reggio Emilia: Implications for pre-school provision, Buckingham:Open University Press, pp 80-92.
17. Qvortrup, J., Bardy, M., Sgritta, G. and Wintersberger, H. (eds) (1994) Childhood matters, Vienna: European Centre.
18. Rinaldi, C. (2005) In dialogue with Reggio Emilia, London: Routledge.
19. Seidel, S. (2001) ‘Perspectives on research in education’, in C. Giudici, C. Rinaldi and M. Krechevsky (eds) Making learning visible: Children as individual and group learners, Reggio Emilia: Reggio Children, pp 330-5.
20. Tolfree, D. and Woodhead, M. (1999) ‘Tapping a key resource’, Early Childhood Matters, no 91, pp 19-23.