From the Mosaic approach to cultural probes: why research improves when participants can choose.
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| Title: | From the Mosaic approach to cultural probes: why research improves when participants can choose. |
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| Authors: | Brown, Judith1 (AUTHOR) j.brown23@wlv.ac.uk, Kara, Helen2 (AUTHOR) |
| Source: | European Early Childhood Education Research Journal. Oct2025, Vol. 33 Issue 5, p779-791. 13p. |
| Subject Terms: | *Early childhood educators, Research ethics, Autonomy (Philosophy), Participant observation, Discretion, Community-based participatory research, Equality, Participatory design |
| Abstract: | In this article, we argue for increased participant choice in early years research and beyond. Drawing on relevant literature and our own empirical work, we demonstrate that giving participants more choice leads to richer data and more robust findings. We also show that more choice for participants is closely aligned with co-creation and participatory action research (PAR) techniques. We discuss the ethical reasons for moving away from the paternalistic, top-down research models which permeated most twentieth century research, and towards more collaborative methods which value the autonomy and expertise of participants, and others involved in the research, and so promote equality. [ABSTRACT FROM AUTHOR] |
| Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | In this article, we argue for increased participant choice in early years research and beyond. Drawing on relevant literature and our own empirical work, we demonstrate that giving participants more choice leads to richer data and more robust findings. We also show that more choice for participants is closely aligned with co-creation and participatory action research (PAR) techniques. We discuss the ethical reasons for moving away from the paternalistic, top-down research models which permeated most twentieth century research, and towards more collaborative methods which value the autonomy and expertise of participants, and others involved in the research, and so promote equality. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2025.2452548 |
