“It is refreshing to see a book such as this which is both broad in its conceptualization of the field of child research and deep in its focus. The volume's editors are paragons of awareness when it comes to the need for interdisciplinary research and theory to illuminate the lives and experience of children.”
– James Garbarino, Loyola University Chicago
“Covers a satisfying and unprecedentedly wide range of research relating to childhood. The contributors include many eminent international scholars of childhood, making the book a valuable resource for child researchers. Child advocates will also find the book to be invaluable in their efforts to improve children's well-being, and to change policies and practices for the better.”
– Anne Smith, University of Otago
“A really scintillating collection that will provide a lasting perspective on child studies - stimulating and comprehensive!”
– Jonathan Bradshaw, University of York
In keeping with global changes in children's social and legal status, this Handbook includes examination of children as family members, friends, learners, consumers, people of faith, and participants in law and politics. The contributors also discuss the methodological and ethical requirements for research that occurs in natural settings and that enables children themselves to describe their perspective.
The book is divided into three parts: Part I: Setting-Specific Issues in Child Research; Part II: Population-Specific Issues in Child Research; Part III: Methods in Research on Children and Childhood
Chapter 28: School-Aged Children as Sources of Information About Their Lives
School-Aged Children as Sources of Information About Their Lives
Children's participation in research about their well-being and daily life is crucial for a number of reasons. First, it signifies respect, and it is a meaningful part of treating children as people (Banister and Booth, 2005; Melton, 2005a). Involving children in research is a way of including them, respecting them, and recognizing their dignity as the research process becomes an arena for children to be heard and listened to; that is, it gives children the experience of ‘having a voice’ (Banister and Booth, 2005; Curtin, 2000).
The second reason for involving children in research is that it is one aspect of the right of children to participate in processes ...