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Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners.

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Title: Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners.
Authors: Parsons, Sarah, Kovshoff, Hanna, Ivil, Kathryn
Source: Educational Review. Sep2022, Vol. 74 Issue 6, p1063-1081. 19p. 1 Diagram.
Subjects: Autistic children, Participant observation, Praxeology, Higher education, Children
Abstract: Concerns have been raised about the quality of practice-focused research in education generally and in early years education specifically. Chris Pascal and Tony Bertram argue that a shift in worldview is needed to improve the robustness and overall quality of participatory research in the early years and proposed a "praxeological framework" for research comprising praxis, power, values, and methodology. This paper provides an example of how this praxeological framework was applied within an existing research-practice partnership focusing on autism education in the early years. We used a "non-orthodox" Digital Storytelling methodology to co-construct knowledge between researchers, practitioners, children and families about educational transitions. Our co-construction of knowledge involved the embodied knowledge of children and the exemplary (practical) knowledge of families and practitioners, leading to new insights into educational practices. In adopting a knowledge co-creation approach from the start, we established a powerful pathway to impact through which our research is already making a difference to practice. We propose that pathway to impact is an important element that could be made more explicit within a praxeological framing of research. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review 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: Psychology and Behavioral Sciences Collection
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  Data: Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners.
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  Data: <searchLink fieldCode="AR" term="%22Parsons%2C+Sarah%22">Parsons, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Kovshoff%2C+Hanna%22">Kovshoff, Hanna</searchLink><br /><searchLink fieldCode="AR" term="%22Ivil%2C+Kathryn%22">Ivil, Kathryn</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Sep2022, Vol. 74 Issue 6, p1063-1081. 19p. 1 Diagram.
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  Data: <searchLink fieldCode="DE" term="%22Autistic+children%22">Autistic children</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+observation%22">Participant observation</searchLink><br /><searchLink fieldCode="DE" term="%22Praxeology%22">Praxeology</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
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  Data: Concerns have been raised about the quality of practice-focused research in education generally and in early years education specifically. Chris Pascal and Tony Bertram argue that a shift in worldview is needed to improve the robustness and overall quality of participatory research in the early years and proposed a "praxeological framework" for research comprising praxis, power, values, and methodology. This paper provides an example of how this praxeological framework was applied within an existing research-practice partnership focusing on autism education in the early years. We used a "non-orthodox" Digital Storytelling methodology to co-construct knowledge between researchers, practitioners, children and families about educational transitions. Our co-construction of knowledge involved the embodied knowledge of children and the exemplary (practical) knowledge of families and practitioners, leading to new insights into educational practices. In adopting a knowledge co-creation approach from the start, we established a powerful pathway to impact through which our research is already making a difference to practice. We propose that pathway to impact is an important element that could be made more explicit within a praxeological framing of research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review 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.</i> (Copyright applies to all Abstracts.)
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