It is believed that children may not lend necessary cooperation to an “adult childhood researcher” for various reasons. One obvious reason is that s/he belongs to a different generation and therefore is not part of the children’s culture. Such a situation may prompt the “adult childhood researcher” to engage a “child researcher“ for his/her ethnographic writings. In case of such an engagement of a “child researcher” by the “adult researcher” for gathering quality field data for writing a child-centered ethnography, what are the preparatory steps that s/he needs to complete as part of research methodology and ethics?
http://oro.open.ac.uk/7539/1/MethodsReviewPaperNCRM-003.pdf Do you know this article? Deepak Kumar Behera
... or can this be relevant? http://oro.open.ac.uk/48800/ Deepak Kumar Behera - https://www.routledge.com/Developing-Children-as-Researchers-A-Practical-Guide-to-Help-Children/Kim-Sheehy-Kerawalla/p/book/9781138669260
Nice material. I will try to get a copy
of the book. Thanks for sharing.
Although this paper comes from applied linguistics, it may give you some insight. As Pinter (2014) suggests, it is important to include children in the research design process "because they ask different questions, have different concerns, and see the world in different ways when compared to adults” (Pinter, 2014, p. 180). I have found this paper to be very enlightening. It is available on ResearchGate or through Google Scholar.
Pinter, A. (2014). Child participant roles in applied linguistics research. Applied Linguistics, 35(2), 168-183.
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