The mosaic approach, the right to participation and the voice of the child in educational research
DOI:
https://doi.org/10.15658/rev.electron.educ.pedagog20.05040608Keywords:
Childhood; the rights approach; the mosaic approach; qualitative research; child participationAbstract
This review article explores and discusses some of the methodological innovations regarding childhood and education by focusing on the mosaic approach. It is a methodological approach -not constituted as a method yet- which has been mainly developed in English and it is founded on concepts such as those of qualitative research, childhood studies, the rights of the child and particularly, their right to participate in research about themselves and their world. A historical framework is presented to facilitate the understanding of the multidisciplinary origins of this approach. The process of literature review was made in a database that contained 71 million references, out of which 28 references, which identified the mosaic approach as their method, were selected. The analysis of this approach presents a diverse panorama in its use, although it mainly focuses on preschool and early education. To conclude, a reflection about the use of this approach in the future is made and, particularly in Latin America where the incipient use of the mosaic approach seems to be relevant.
Downloads
References
Akyol; T. & Erkan; S. (2018). The effect of mosaic based approach on involvement levels of children. International Journal of Educational Methodology; 4(4); 303–309. doi:10.12973/ijem.4.4.303
Alderson; P. & Morrow; V. (2011). The ethics of research with children and young people: A practical handbook. London: SAGE Publications.
Altheide; D. & Johnson; J. (2011). Reflections on interpretive adequacy in qualitative research. In N. K. Denzin; & Y. S. Lincoln (Eds.); The Sage handbook of qualitative research (4th ed.) (pp. 581–594). London: SAGE Publications Ltd.
Aveyard; H. (2014). Doing a literature review in health and social care. A practical guide (Third edition). London: Open University Press.
Baird; K. (March; 2013). Exploring a methodology with young children: Reflections on using the Mosaic and Ecocultural approaches. Australasian Journal of Early Childhood; 38(1); 35-40.
Bernard van Leer Foundation. (2016). Urban95 Archives. Recuperado de https://bernardvanleer.org/es/solutions/urban95-es/
Blundell; D. (2011). Education and constructions of childhood. New York: Continuum International Publishing Group.
Botsoglou; K.; Beazidou; E.; Kougioumtzidou; E. & Vlachou; M. (2019). Listening to children: Using the ECERS-R and Mosaic approach to improve learning environments: A case study. Early Child Development and Care; 189(4); 635–649. doi: https://doi.org/10.1080/03004430.2017.1337006
Bradway; T. & McCallum; E. L. (Eds.). (2019). After queer studies: Literature; theory and sexuality in 21st century. Cambridge: Cambridge University Press.
Brooker; L. (2008). Supporting transitions in the early years. New York: Open University Press.
Clark; A.; Bureau; N. C. & Moss; P. (2005). Spaces to play: More listening to young children using the Mosaic approach. Recuperado de http://capitadiscovery.co.uk/derby-ac/items/866211
Clark; A.; Flewitt; R.; Hammersley; M. & Robb; M. (2013). Understanding research with children and young people (First edition). Los Angeles; California: SAGE Publications.
Clark; A. & Moss; P. (2017). Listening to young children: A guide to understanding and using the mosaic approach. Recuperado de http://derby.ebookcentral.proquest.com/patron/fullrecord.aspx?P=4784949
Clark; A.; Moss; P. & Bureau; N. C. (2011). Listening to young children: The mosaic approach (2nd ed.). Recuperado de http://ezproxy.derby.ac.uk/login?Url=http://www.dawsonera.com/depp/reader/protected/external/abstractview/S9781907969423
Clarke; A. E. (2012). Feminism; grounded theory; and situational analysis revisited. In S. N. Hesse-Biber (Ed.); Handbook of Feminist Research: Theory and Praxis (pp. 388–412). doi: https://doi.org/10.4135/9781483384740.n18
Cohen; B.; Moss; P.; Petrie; P. & Wallace; J. (2018). ‘A new deal for children?’ – what happened next: A cross-national study of transferring early childhood services into education. Early Years: An International Journal of Research and Development. doi: Https://doi.org/10.1080/09575146.2018.1504753
Consejo para la Cultura y las Artes (CONARTE). (27 de septiembre de 2019). Niños exploran en la muestra Mosaico de trazos; palabras; materiales [Mensaje en un blog]. Recuperado de http://conarte.org.mx/2019/09/27/ninos-exploran-en-la-muestra-mosaico-de-trazos-palabras-materiales/
Corsaro; W. & Eder; D. (January-December; 1990). Children’s Peer Cultures. Annual Review of Sociology; 16(1); 197-220. doi: 10.1146/annurev.so.16.080190.001213
Corsaro; W. A. (2018). The sociology of childhood (Fifth edition). Thousand Oaks; CA: SAGE publication Ltd.
Dahlberg; G. & Moss; P. (2005). Ethics and politics in early childhood education. London: RoutledgeFalmer.
Dahlberg; G.; Moss; P. & Pence; A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. London: RoutledgeFalmer.
De Azevedo; L. N. (2012). Including young people in heritage conservation in southern brazilian cities: The case of pelotas. In P. Kraftl; J. Horton; & F. Tucker (Eds.)
Critical geographies of childhood and youth: Contemporary policy and practice. doi:
https://doi.org/10.1332/policypress/9781847428462.003.0011
De Beco; G. (2010). Right to education indicators based on the 4 As—Concept Paper. Recuperado de https://www.right-to-education.org/resource/right-education-indicators-based-4-concept-paper
Delgado-Fuentes; M. A.; González Peral; A. & Martínez Valle; C. (2015). La transición del preescolar a la escuela primaria ¿Cómo aprenden los niños a leer el contexto escolar? En N. Del Río Lugo (Ed.); Primera infancia en el espacio público: experiencias latinoamericanas (pp. 108–122). Recuperado de https://programainfancia.uam.mx/publicaciones/primera_infancia.html
Denzin; N. K. (December; 2016). Critical Qualitative Inquiry. Qualitative Inquiry; 23(1); 8–16. doi: https://doi.org/10.1177/1077800416681864
Denzin; N. K. & Lincoln; Y. S. (Eds.). (2005). The SAGE Handbook of Qualitative Research (Third edition). Thousand Oaks; CA: SAGE Publications Ltd.
Denzin; N. K. & Lincoln; Y. S. (Eds.). (2011). The SAGE Handbook of Qualitative Research (Fourth edition). Thousand Oaks; CA: SAGE Publications Ltd.
Denzin; N. K. & Lincoln; Y. S. (Eds.). (2017). The SAGE handbook of qualitative research (Fifth edition.). Thousand Oaks; CA: SAGE Publications Ltd.
Doise; W. & Mugny; G. (1984). The social development of the intellect. doi: https://doi.org/10.1016/C2009-0-11024-3
Ellingson; L. (2009). Engaging crystallization in qualitative research: An introduction. doi: https://doi.org/10.4135/9781412991476
Ellingson; L. (2011). Analysis and representation across the continuum. In N. Denzin; & Y. Lincoln; (Eds.); The Sage handbook of qualitative research (4th edition.) (pp. 595–610). Thousand Oaks; CA: SAGE Publications Ltd.
Equipo del proyecto “niños; niñas y jóvenes constructores-as de paz”. (2017). “Niños; Niñas y Jóvenes Constructores de Paz”; una propuesta para fortalecer subjetividades políticas y generar procesos de construcción de Paz. Revista Latinoamericana de Ciencias Sociales; Niñez y Juventud; 15(2); 1390–1396.
Fritz-Macías; H. (2016a). El proceso de amistad en la cultura de pares en el preescolar :un estudio de caso donde los niños son co-investigadores. México; DF: Universidad Iberoamericana.
Fritz-Macías; H. (mayo; 2016b). Niños de preescolar participando en la investigación educativa mediante el enfoque mosaico. Revista Iberoamericana de Educación; 71; 197–216. doi: https://doi.org/10.35362/rie71011
George; R.; Howitt; C. & Oakley; G. (2019). Young children’s use of an augmented reality sandbox to enhance spatial thinking. Children’s Geographies; 18(2); 209-221. doi: https://doi.org/10.1080/14733285.2019.1614533
Greenfield; C. (2011). Personal reflection on research process and tools: Effectiveness; highlights and challenges in using the mosaic approach. Australasian Journal of Early Childhood; 3. doi: https://journals.sagepub.com/doi/10.1177/183693911103600314
Guba; E. G. & Lincoln; Y. S. (2005). Paradigmatic controversies; contradictions; and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.); The Sage handbook of qualitative research (3rd ed.) (pp. 191–215). Thousand Oaks; CA: Sage Publications Ltd.
Hesse-Biber; S. (2012). Handbook of feminist research: Theory and praxis. doi: https://doi.org/10.4135/9781483384740
Hreinsdottir; A. & Davidsdottir; S. (2011). Deliberative democratic evaluation in preschools. Scandinavian Journal of Educational Research; 56(5); 519–537. https://doi.org/10.1080/00313831.2011.599426
James; J. (March; 2016). Children as service users of a children’s centre. Community Practitioner; 89(3); 42–48. Recuperado de https://www.ncbi.nlm.nih.gov/pubmed/27111978
James; A. & Prout; A. (2014). Constructing and reconstructing childhood : contemporary issues in the sociological study of childhood (Third edition). London: Routledge.
Jesson; J.; Matheson; L. & Lacey; F. (2011). Doing your literature review : traditional and systematic techniques. Thousand Oaks; CA: SAGE Publications Ltd.
Kincheloe; J. & McLaren; P. (2005). Rethinking critical theory and qualitative research. In K. Hayes; S. Steinberg; K. Tobin (Eds.); The Sage handbook of qualitative research (3rd ed.) (pp. 303–342). Thousand Oaks; CA: SAGE Publications Ltd.
Kingston; K. (September; 2016). Development of a child evaluation framework for early childhood services using deliberative democratic evaluation and the mosaic approach. Evaluation Journal of Australasia; 16(3); 25-34.
Kinney; L. & Wharton; P. (2015). An encounter with Reggio Emilia: Children and adults in transformation (Second edition). London: Routledge.
Koçyi̇ği̇t; S. (September; 2014). Preschool age children’s views about Primary School. Educational Sciences: Theory & Practice; 14(5); 1870–1874. doi: https://doi.org/10.12738/estp.2014.5.2393
Ladson-Billings; G. & Donnor; J. (2005). The moral activist role of critical race theory scholarship. In Denzin & Lincoln (Eds.); The Sage handbook of qualitative research (3rd ed.) (pp. 279–301). Thousand Oaks; CA: SAGE Publications Ltd.
Lane; D. Blank; J. & Jones; P. (April 1; 2019;). Research with children: Context; power; and representation [Messaje on The Qualitative Report Website]. Recuperado de https://link.galegroup.com/apps/doc/A588342525/AONE?Sid=lms
Lincoln; Y. S. & Denzin; N. K. (2000). Handbook of qualitative research (2nd ed.). Thousand Oaks; California: SAGE Publications Ltd.
Madison; D. S. (2011). Critical ethnography: Method; ethics; and performance (Second edition). Thousand Oaks; California: SAGE Publications Ltd.
Martínez-Preciado; J. F. (2019). Agency and rights in childhood (México). Recuperado de http://www.becs.bloomsbury.com/becs/article
McCormick; K. I. (2018). Mosaic of care: Preschool children’s caring expressions and enactments. Journal of Early Childhood Research; 16(4); 378–392. doi: https://doi.org/10.1177/1476718X18809388
Mercieca; D. & Mercieca; D. P. (March; 2014). Eps becoming ignorant: Questioning the assumption of listening and empowerment in young children. Educational & Child Psychology; 31(1); 22–31.
Merewether; J. & Fleet; A. (2014). Seeking children’s perspectives: A respectful layered research approach. Early Child Development and Care; 184(6); 897–914. doi: https://doi.org/10.1080/03004430.2013.829821
Moore; D. (2015). The teacher doesn’t know what it is; but she knows where we are: Young children’s secret places in early childhood outdoor environments. International Journal of Play; 4(1); 20–31. doi: https://doi.org/10.1080/21594937.2014.925292
Oficina del Alto Comisionado de las Naciones Unidas para los Derechos Humanos (ACNUDH). (1989). Convención sobre los Derechos del Niño. Recuperado de https://www.ohchr.org/sp/professionalinterest/pages/crc.aspx
Orman; T. F. (January-December; 2017). Bulgarian playgrounds in transition: Do children’s and parents’ perceptions differ? Corvinus Journal of Sociology and Social Policy; 8(1); 71–94. doi: https://doi.org/10.14267/CJSSP.2017.01.04
Quarmby; T. (April; 2014). Sport and physical activity in the lives of looked-after children: A ‘hidden group’ in research; policy and practice. Sport; Education & Society; 19(7); 944–958.
Randall; D. (January; 2012). Children’s regard for nurses and nursing: A mosaic of children’s views on community nursing. Journal of Child Health Care; 16(1); 91–104. doi: https://doi.org/10.1177/1367493511426279
Rayna; S. & Garnier; P. (July; 2018). Toddlers taking pictures of their preschool life: Towards a reflexive approach of qualitative research with young children. Early Years: An International Journal of Research and Development. doi: https://doi.org/10.1080/09575146.2018.1493049
Rouvali; A. & Riga; V. (2019). Redefining the importance of children’s voices in personal social emotional development curriculum using the Mosaic Approach. Education 3-13; 47(8); 998–1013. doi: https://doi.org/10.1080/03004279.2018.1553990
Salinas-Quiroz. (2019). Sexuality and sexualization in childhood (México). Bloomsbury Education and Childhhod. doi: https://doi.org/DOI: 10.5040/9781474209472.0013
Shala; R. F. (2015). The “Mosaic” Approach; a working alternative in the Public Preschool Institutions in Kosovo. Mediterranean Journal of Social Sciences; 6(5); 21-30. Recuperado de https://www.mcser.org/journal/index.php/mjss/article/view/7531
Vecchi; V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. New York: Routledge.
Xu; J.; Wang; P.; Sturm; B. W. & Wu; Y. (2018). How preschool children think about libraries: Evidence from six children’s libraries in China. Journal of Librarianship and Information Science; 52(2); 428-440. doi: https://doi.org/10.1177/0961000618818887
Yilmaz; S. (August; 2016). The importance of listenning the voices of children from their immediate outdoor environments of their early childhood centers. Okul öncesi eğitim kurumlarinin diş mekanlarinin çocuklari dinleyerek oluşturulmasinin önemi; 6(11); 187–207.
Downloads
Published
Issue
Section
License
Copyright notice
Once the article is accepted by the Electronic Journal on Education and Pedagogy, the authors assign the rights to publish and distribute the text electronically, as well as to archive it and make it accessible online.
The authors may distribute their own material without requesting permission from the Journal, provided that it is mentioned that the original version can be found at https://revedupe.unicesmag.edu.co/index.php/EDUPE/issue/archive
All the contents of the Electronic Journal of Education and Pedagogy are published under the Creative Commons Attribution 4.0 International License and can be used for free by giving the credits to the authors and to the Journal, as established by this license.
.jpg)
1_(1).png)
.jpg)
