The voice of the child in early childhood education research in Australia and New Zealand: A systematic review

Australasian Journal of Early Childhood

Volumn 40, Issue 3, 2015, Pages 97-104

  Zhang, Qilong ^a  

^a Waiariki Institute of Technology   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84942883662     PISSN: 18369391     EISSN: 18395961     Source Type: Journal    
DOI: 10.1177/183693911504000313     Document Type: Article

References (78)

1. Archard, S. (2013). Democracy in early childhood education: How information and communication technology contributes to democratic pedagogy and practices. Early Childhood Folio, 17(2), 27–32
2. Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices. New York: The Guilford Press.
3. Baird, K. (2013). Exploring a methodology with young children: Reflections on using the Mosaic and Ecocultural approaches. Australasian Journal of Early Childhood, 38(1), 35–40
4. Barker, G. (2010). Building sustainable communities. Early Education, 47, 15–18
5. Birbeck, D. J., & Drummond, M. (2007). Research with young children: Contemplating methods and ethics. Journal of Educational Enquiry, 7(2), 21–31
6. Blaise, M. (2010). Kiss and tell: Gendered narratives and childhood sexuality. Australasian Journal of Early Childhood, 35(1), 1–9
7. Briggs, F. (2007). Children’s views of their world. NZ Research in Early Childhood Education, 10, 3–13
8. Callcott, D. (2012). Retained primary reflexes in pre-primary-aged Indigenous children: The effect on movement ability and school readiness. Australasian Journal of Early Childhood, 37(2), 132–140
9. Clark, A., & Moss, P. (2001). Listening to young children: The Mosaic approach. London: National Children’s Bureau.
10. Clarkin-Phillips, J., Paki, V., Fruean, L., Armstrong, G., & Crowe, N. (2012). Exploring te ao Ma - ori: The role of museums. Early Childhood Folio, 16(1), 10–14
11. Colmar, S. (2011). A book reading intervention with mothers of children with language difficulties. Australasian Journal of Early Childhood, 36(2), 104–112
12. Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: A step-by-step approach. British Journal of Nursing, 17(1), 38–43
13. Deans, J., Frydenberg, E., & Tsurutani, H. (2010). Operationalising social and emotional coping competencies in kindergarten children. NZ Research in Early Childhood Education, 13, 113–124
14. Douglas, S., & Stirling, L. (2012). Metacommunication, social pretend play and children with autism. Australasian Journal of Early Childhood, 37(4), 34–43
15. Drummond, M. (2012). Boys’ bodies in early childhood. Australasian Journal of Early Childhood, 37(4), 107–114
16. Due, C., & Riggs, D. (2011). Freedom to roam? Use of schoolyard space in primary schools with new arrivals programs. International Research in Early Childhood Education, 2(1), 1–16
17. Duncan, J. (2005). Two year olds in kindergarten: What are they doing there?! The First Years: New Zealand Journal of Infant and Toddler Education, 7(2), 4–8
18. Edwards, S., & Cutter-Mackenzie, A. (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood, 36(1), 51–59
19. Eldén, S. (2012). Inviting the messy: Drawing methods and ‘children’s voices’. Childhood, 20(1), 66–81. doi: 10.1177/0907568212447243
20. Fleer, M., & Hammer, M. (2014). Repertoires of cultural practices for enacting play and learning in a playgroup. International Research in Early Childhood Education, 5(1), 42–55
21. Gibbons, P. (2005). ‘The way we do things around here’: Environmental and social considerations of the organisational culture of two playcentres. NZ Research in Early Childhood Education, 8, 11–27
22. Goodfellow, J. (2012). Looking, listening-in and making meaning: An infant’s encounters at childcare. Early Childhood Folio, 16(1), 22–26
23. Gould, P. (2012). What number knowledge do children have when starting kindergarten in NSW? Australasian Journal of Early Childhood, 37(3), 105–110
24. Grant, A. (2013). Young gifted children transitioning into preschool and school: What matters? Australasian Journal of Early Childhood, 38(2), 23–31
25. Greenfield, C. (2007). What is it about the monkey bars? Early Childhood Folio, 11, 31–35
26. Greenfield, C. (2011). Personal reflection on research process and tools: Effectiveness, highlights and challenges in using the Mosaic approach. Australasian Journal of Early Childhood, 36(3), 109–116
27. Haggerty, M., Simonsen, Y., Blake, M., & Mitchell, L. (2007). Investigating multiple literacies: Wadestown Kindergarten COI. Early Childhood Folio, 11, 15–20
28. Harris, P., & Manatakis, H. (2013). Young children’s voices about their local communities. Australasian Journal of Early Childhood, 38(3), 68–76
29. Harwood, D. (2010). Finding a voice for child participants within doctoral research: Experiences from the field. Australasian Journal of Early Childhood, 35(4), 4–13
30. Hedges, H. (2008). ‘Even when we’re big we’ll still be friends’: Working theories in children’s learning. Early Childhood Folio, 12, 2–6
31. Hedges, H. (2011). Rethinking Sponge Bob and Ninja Turtles: Popular culture as funds of knowledge for curriculum coconstruction. Australasian Journal of Early Childhood, 36(1), 25–29
32. Hesterman, S. (2011). Multiliterate Star Warians: The force of popular culture and ICT in early learning. Australasian Journal of Early Childhood, 36(4), 86–95
33. Hong, S. J., & Kemp, C. (2007). Teaching sight word recognition to preschoolers with delays using activity-based intervention and didactic instruction: A comparison study. Australasian Journal of Special Education, 31(2), 89–107
34. Howitt, C., Lewis, S., & Upson, E. (2011). ‘It’s a mystery!’: A case study of implementing forensic science in preschool as scientific inquiry. Australasian Journal of Early Childhood, 36(3), 45–55
35. Hunleth, J. (2011). Beyond on or with: Questioning power dynamics and knowledge production in ‘child-oriented’ research methodology. Childhood, 18(1), 81–93. doi: 10.1177/0907568210371234
36. Komulainen, S. (2007). The ambiguity of the child’s ‘voice’ in social research. Childhood, 14(1), 11–28. doi: 10.1177/0907568207068561
37. Lambert, E. B. (2005). Boys’ art, girls’ art: A rural study. NZ Research in Early Childhood Education, 8, 43–58
38. Lee, S. (2012). Toddlers as mathematicians? Australasian Journal of Early Childhood, 37(1), 30–37
39. Lewis, E., Mansfield, C., & Baudains, C. (2010). Going on a turtle egg hunt and other adventures: Education for sustainability in early childhood. Australasian Journal of Early Childhood, 35(4), 95–100
40. Lucas, P., & Schofield, G. (2010). Physical activity in the early childhood education centre environment. NZ Research in Early Childhood Education, 13, 125–136
41. MacDonald, A. (2009). Drawing stories: The power of children’s drawings to communicate the lived experience of starting school. Australasian Journal of Early Childhood, 34(3), 40–49
42. Mawson, B. (2010). Gender and leadership styles in children’s play. Australasian Journal of Early Childhood, 35(3), 115–123
43. Mawson, B. (2011a). Playcentre parent educators’ assessment practice. NZ Research in Early Childhood Education, 14, 39–51
44. Mawson, B. (2011b). Can I play? Children’s participation strategies in early childhood settings. Early Childhood Folio, 15(1), 12–16
45. McDonald, G. (2005). Forms, lists, and messages: Young children writing. Early Childhood Folio, 9, 2–9
46. McDonald, S., & Howell, J. (2012). Creative technologies as a conduit for learning in the early years. Australasian Journal of Early Childhood, 37(1), 136–141
47. McDonough, A., & Sullivan, P. (2011). Learning to measure length in the first three years of school. Australasian Journal of Early Childhood, 36(3), 27–35
48. Meade, A. (2012). Centre–parent communication about children’s learning. Early Childhood Folio, 16(2), 38–43
49. Mirkhil, M. (2010). ‘I want to play when I go to school’: Children’s views on the transition to school from kindergarten. Australasian Journal of Early Childhood, 35(3), 134–139
50. Nyland, B., Deans, J., Acker, A., & Ferris, J. (2013). How do you make a bear look like a butterfly? Exploring the Metropolitan Opera’s production of Mozart’s Magic flute with a group of preschool children. Australasian Journal of Early Childhood, 38(1), 29–34
51. Oakley, G., Howitt, C., Garwood, R., & Durack, A. (2013). Becoming multimodal authors: Pre-service teachers’ interventions to support young children with autism. Australasian Journal of Early Childhood, 38(3), 86–96
52. O’Neill, S., Urlichs, M., Fleer, M., Agbenyega, J., & Ozanne-Smith, J. (2013). A cultural-historical construction of safety education programs for preschool children: Findings from SeeMore Safety, the pilot study. Australasian Journal of Early Childhood, 38(2), 74–84
53. Peters, S., Hartley, C., Rogers, P., Smith, J., & Carr, M. (2009). Supporting the transition from early childhood education to school: Insights from one Centre of Innovation project. Early Childhood Folio, 13, 2–6
54. Peters, S., & Kelly, J. (2011). Exploring children’s perspectives: Multiple ways of seeing and knowing the child. Waikato Journal of Education, 16(3), 19–30
55. Piek, J. P., Bradbury, G. S., Elsley, S. C., & Tate, L. (2008). Motor coordination and social-emotional behaviour in preschool-aged children. International Journal of Disability, Development and Education, 55(2), 143–151
56. Podmore, V., & Taouma, J., with A’oga Fa’a Samoa. (2006). Innovative transitions for infants and toddlers: A research and practice journey. The First Years: New Zealand Journal of Infant and Toddler Education, 8(2), 4–12
57. Prince, C. M. (2012). Brooke’s day: One child’s experience in an early childcare and education centre in New Zealand. NZ Research in Early Childhood Education, 15, 120–131
58. Reynolds, E., Kidd, E., & Stagnitti, K. (2011). Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas. Australasian Journal of Early Childhood, 36(4), 120–130
59. Richards, R. D. (2009). Building positive research relationships with young children. NZ Research in Early Childhood Education, 12, 119–130
60. Schnoor, O. (2012). Early childhood studies as vocal studies: Examining the social practices of ‘giving voice to children’s voices’ in a crèche. Childhood, 20(4), 458–471. doi: 10.1177/0907568212466902
61. Sims, M., Guilfoyle, A., & Parry, T. (2006). Child care for infants and toddlers: Where in the world are we going? The First Years: New Zealand Journal of Infant and Toddler Education, 8(1), 12–19
62. Smith, P. (2012). Children as teachers: Creating opportunities for children to share expertise with their peers. NZ Research in Early Childhood Education, 15, 84–101
63. Spyrou, S. (2011). The limits of children’s voices: From authenticity to critical, reflexive representation. Childhood, 18(2), 151–165. doi: 10.1177/0907568210387834
64. Stewart, R. (2014). Changing the world one systematic review at a time: A new development methodology for making a difference. Development Southern Africa, 31(4), 581–590. doi: 10.1080/0376835X.2014.907537
65. Te One, S. (2010a). ‘You’re allowed to play’: Children’s rights at playcentre. NZ Research in Early Childhood Education, 13, 5–16
66. Te One, S. (2010b). Advocating for infants’ rights in early childhood education. Early Childhood Folio, 14(1), 13–17
67. Ulloa, M. L., Evans, I. M., & Parkes, F. (2010). Teaching to care: Emotional interactions between preschool children and their teachers. NZ Research in Early Childhood Education, 13, 145–156
68. United Nations (UN). (1989). United Nations Convention on the Rghts of the Child (UNCRC). Geneva: United Nations. Retrieved 13 July, 2015, from www.ohchr.org/en/professionalinterest/pages/crc.aspx.
69. Vaealiki, S., & Mackey, G. (2008). Ripples of action: Strengthening environmental competency in an early childhood centre. Early Childhood Folio, 12, 7–11
70. Van Bysterveldt, A. K., Gillon, G. T., & Moran, C. (2006). Enhancing phonological awareness and letter knowledge in preschool children with Down syndrome. International Journal of Disability, Development and Education, 53(3), 301–329. doi: 10.1080/10349120600847706
71. Wainman, B., Johansson, E., Boulton-Lewis, G., Walker, S., Brownlee, J., Cobb, C., & Whiteford, C. (2012). Young children’s beliefs about including others in their play: Social and moral reasoning about inclusion and exclusion. Australasian Journal of Early Childhood, 37(3), 137–146
72. Warming, H. (2011). Getting under their skins? Accessing young children’s perspectives through ethnographic fieldwork. Childhood, 18(1), 39–53. doi: 10.1177/0907568210364666
73. Warren, E., Cooper, T., & Miller, J. (2012). Repeating patterns: Strategies to assist young students to generalise the mathematical structure. Australasian Journal of Early Childhood, 37(3), 111–120
74. Warren, E., & Miller, J. (2010). Exploring four year old Indigenous students’ ability to pattern. International Research in Early Childhood Education, 1(2), 42–56
75. White, M. (2008). Children’s interest in media-inspired play and teacher reactions: Resistance in the playground. Early Childhood Folio, 12, 18–21
76. Wills, V. (2012). ‘That’s me on the net!’: Children with special rights and ICT. Early Education, 51, 7–11
77. Wilson-Tukaki, A., & Davis, K. (2011). Relating to others: Three layers of knowing. Early Childhood Folio, 15(2), 20–24
78. Young, J. (2009). Enhancing emergent literacy potential for young children. Australian Journal of Language and Literacy, 32(2), 163-180.