Final published version
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Using the talking album to elicit the views of young children in foster care regarding a reading intervention
AU - Winter, Karen
AU - Sebba, Judy
AU - Tah, Priya
AU - Connolly, Paul
AU - Roberts, Jennifer
AU - Millen, Sharon
PY - 2023/11/1
Y1 - 2023/11/1
N2 - There is wide ranging research that uses innovative methods to seek the views of children in out-of-home care. In the area of education, this group of children increasingly participate in research that involves various educational interventions (including book-gifting, tutoring, paired reading), that are designed to improve their educational attainment and achievements. Despite the overall growth in research evidence, there remains an absence of widely reported research on children’s views of the educational interventions that they are involved in and secondly, an absence of more reflective contributions that outline the methodological opportunities and challenges involved. This paper makes a contribution to both areas by reporting both the findings of and critical reflections on the use of an innovative method, the Talking Album, to gather the views of young children, aged 7–9 years old, regarding a reading intervention they were involved in, known as the Reading Together programme. The methodological approach is outlined. Informed by the basic principles underpinning children’s rights as set out in the UNCRC, key learning on the selection, introduction, and support of such methods/tools is reflected upon. From the findings and reflections, recommendations for future research that concerns interventions with children are made.
AB - There is wide ranging research that uses innovative methods to seek the views of children in out-of-home care. In the area of education, this group of children increasingly participate in research that involves various educational interventions (including book-gifting, tutoring, paired reading), that are designed to improve their educational attainment and achievements. Despite the overall growth in research evidence, there remains an absence of widely reported research on children’s views of the educational interventions that they are involved in and secondly, an absence of more reflective contributions that outline the methodological opportunities and challenges involved. This paper makes a contribution to both areas by reporting both the findings of and critical reflections on the use of an innovative method, the Talking Album, to gather the views of young children, aged 7–9 years old, regarding a reading intervention they were involved in, known as the Reading Together programme. The methodological approach is outlined. Informed by the basic principles underpinning children’s rights as set out in the UNCRC, key learning on the selection, introduction, and support of such methods/tools is reflected upon. From the findings and reflections, recommendations for future research that concerns interventions with children are made.
KW - Book-gifting
KW - RCT
KW - Talking Album
KW - children in foster care
KW - paired reading
KW - qualitative
U2 - 10.1177/14733250221122373
DO - 10.1177/14733250221122373
M3 - Journal article
VL - 22
SP - 1175
EP - 1190
JO - Qualitative Social Work
JF - Qualitative Social Work
SN - 1473-3250
IS - 6
ER -