Presenting a theory of Fostering Children as Researchers

Document Type : Research Paper

Authors

1 Ph.D. Student in Assessment and Measurement, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

2 Associate Professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

3 Associate Professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

Abstract

Developing research spirit in children as the most important future human capital of any society is considered one of the smartest strategies to face ever-increasing developments and transformations. Therefore in this research, we tried to identify and present the dimensions of fostering children as researchers using a qualitative approach based on the grounded theory method of dimensional analysis. Semi-structured interviews were used to collect the data. Twenty experts in didactics and education, preschool teachers, and parents from the cities of Qom and Tehran were selected using criterion and snowball sampling methods. Data were analyzed using the natural analysis method. The collected data led to the emergence of five dimensions through the explanatory matrix of the dimensional analysis method. The results showed that reinforcing a research spirit in children is a function of relationships among multiple and multilevel factors arising from the quality of the conditions, context, perspective, and educational processes in which they are fostered.
Introduction
Given that children determine the fate and future of societies (Pellegrini, 1991: 14; Cited in Rashtchi, 2010: 4), lifelong effects of learning in childhood (Mofidi, 2014: 10), and the rapid and ever-increasing transformations in all dimensions of life in the present era (Hashmi et al., 2017: 61), individuals need to be empowered with research skills from childhood to adapt to these conditions (Qazi Ardakani et al., 2017: 63). Numerous studies have shown that children's research skills and their participation in research is not new, but the way they participate has significantly evolved in recent decades (Kellett, 2009: 1). The turning point of children's active participation in research is the adoption of the United Nations Children's Rights Act in 1989. Based on this binding legal document for the direct commitment of human rights to minors, children are recognized as participants instead of research targets (Kellett, 2006: 1-3). In Iran, children's research has been neglected by researchers in the last two decades. Meanwhile, international research has witnessed a great emphasis on the key role of children as active researchers. Since researchers have neglected many important issues in this regard, we aim to “present a theory to identify dimensions of fostering children as researchers”, and answer the question “what the dimensions of fostering children as researchers are from the perspective of education and child experts, preschool teachers, and parents in two cities of Qom and Tehran?”
Methodology
According to the objectives of the study, research questions, and review of the literature, grounded theory was considered an appropriate qualitative approach for this study. After a comprehensive study of this method, we decided to use dimension analysis for it helped reach the study objectives. Dimensional analysis was developed by Schatzman based on the grounded theory (Kools et al., 1996: 314). The main stages in the dimensional analysis are dimensionalizing, differentiation, and integration. In the first stage, all that is involved in the desired phenomenon is coded. Once the codes are condensed, and similar ones are grouped, dimensionalizing and naming starts. In the second stage, we determine the relative importance of each dimension from the researcher's perspective. In the third stage, we gather the dimensions together again in the form of an explanatory matrix (Kools et al., 1996: 316-317), which includes perspective, context, conditions, process, and consequences (Schatzman, 1991: 308; cited in Schwartz, 2009: 56). For this purpose, first, an interview protocol was designed and compiled. Then a trial interview was run with a selected sample of education and child experts, parents and teachers of preschool centers in two cities of Qom and Tehran to make final modifications. After the completion of the first interview, the above-mentioned stages of dimensional analysis were followed, and finally, data saturation was reached with twenty interviews.
Results
In this section, we will first present the explanatory matrix of the current research (Figure 1) and then briefly describe the identified dimensions (Table 1).
In this matrix, "perspective" is the most important dimension of the investigated phenomenon, "context" is the situation or environment in which the dimensions are embedded, "conditions" are prominent dimensions that facilitate, prevent, or shape actions or interactions, "processes" are actions or interactions that are influenced by conditions, and "consequences" include the results of specific actions or interactions (processes) (Schatzman, 1991; cited in Kools et al., 1996: 319).
Development of intermediate theory
According to the findings obtained from analysis of interviews with the informants, and drawing the explanatory matrix in Figure (1), and the technical notes (memo writing), a middle theory was formed with several propositions. Some of the most important propositions are presented as follows:
It seems:

Among the facilitating factors of fostering children as researchers, the most important role is given to the family factors, especially parents. Because the characteristics of parents and their lifestyle, as well as the comfort of the family environment, play the main role in the two dimensions of "Parents' reaction to the child's research actions" and "Contextualization by parents".
The current chaotic economic conditions have a direct relationship with the decrease in the quality of three dimensions: "Parents' reaction to the child's research actions", "Contextualization by parents" and "Larger scale contextualization".
Strengthening the research spirit in children is a function of the quality of the conditions in which children are developed. Therefore, the more favorable the family, economic, environmental, cultural, social, educational, and governmental conditions are, the higher the possibility of fostering children as researchers.
Fostering children as researchers can lead to opportunities, challenges and threats for parents and the society, but if parents and the society are prepared, threats and challenges are minimized while opportunities and advantages are maximized.

Discussion and conclusion
Data collection and analysis in the current research led to the emergence of five dimensions of the paradigmatic model of dimensional analysis, presented in an explanatory matrix. These five dimensions include perspective (parent’s reaction to the child’s research actions), context (economical, cultural, social and governmental situations), conditions (familial, environmental, and educational factors), process (contextualization by parents and larger scale contextualization), and consequences (fostering children as researchers, and the resulting challenges and opportunities). After examining the relationships among these dimensions, a series of practical suggestions are presented for parents: correcting parents’ behavior, taking the child seriously, being careful in choosing children's games and toys, giving freedom to the child, children's participation in the issues, providing the contexts for the child's research, appropriate behavior with the child, the child's connection with nature, strengthening media literacy, forming a group of mothers, and parents’ care in choosing a kindergarten or preschool.

Keywords

Main Subjects

References

Abbasi Esfajir, A. (2016). Modeling of research-based school and its experimental test using structural equation modeling by partial least squares method in schools of Mazandaran province. Journal of Socio-Cultural Development Studies, 4(3), 157-182. http://journals.sabz.ac.ir/scds/article-1-236-fa.html (Text in Persian)
Adelipour, Z., Mahram, B., & Karashki, H. (2016). The place of central research in the process of teaching elementary teachers. The first national conference on modern research in psychology, counseling and educational sciences. https://civilica.com/doc/622804/ (Text in Persian)
Ahmadi hadi, F. (2014). Encouraging the child to ask questions is trained by the researcher. Institute for the intellectual development of children and young adults. https://www.kanoonnews.ir/news/237552/ (Text in Persian)
Alidousti, M., Anbari, Z., & Ali Babaei, S. (2014). Comparison of parenting methods in single-child and multi-child families and its conformity with religious teachings. The first international conference of social sciences and sociology. https://civilica.com/doc/550935/ (Text in Persian)
Alinejhad, M., & Saeed, N. (2014). The relationship between interaction, self-regulated learning and satisfaction with education in smart schools. Education technology (technology and education), 9(4), 311-320. (Text in Persian)
Anderson, A (2019). Virtual Reality, Augmented Reality and Artificial Intelligence in Special Education. (H. Zare; S, Hadadi, Translators) Arjmand Pub (2023). https://doi.org/10.22061/tej.2015.353 (Text in Persian)
Arjmand Ghajour, K., & Arjmandi, B. (2017). The effectiveness of creativity development programs in the art curriculum on the creativity of elementary school students. Rooyesh psychology, 7(4), 65-88. https://sid.ir/paper/228941/fa (Text in Persian)
Bagheri Varkane, S., & Dehdast, K. (2021). Qualitative study of the challenges of children,s play in apartment life. Thinking and Children, 12(1), 35-56. http://frooyesh.ir/article-1-298-fa.html (Text in Persian)
Baniasadi, A., & Salehi, K. (2019). Introduction on the Principles and Process of Construction and Validation of the Interview Protocol. Higher Education Letter, 12(46), 177-203. http://journal.sanjesh.org/article_36128.html (Text in Persian)
Baraai, A., Mahram, B., & Karashki, H. (2013). The position of problem solving in the exercises of elementary science textbooks, Research in curriculum planning, 10(12), 1-10. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=202130 (Text in Persian)
Barzegar, Z., Pourmohammadreza Tajrishi, M., & Behnia, F. (2012). The effectiveness of play on externalization problems in preschool children with behavioral problem. Journal of Behavioral Sciences, 6(4), 347-354. https://elmnet.ir/article/662479-46681/ (Text in Persian)
Bazargan Harandi, A. (2012). An introduction to qualitative and mixed research methods: common approaches in behavioral sciences, Tehran: Didar. https://www.adinehbook.com/gp/product/6001040320 (Text in Persian)
Beig Mohammadi, A., Jafari, Z., & Salehi, K. (2015). Application of Exploratory Processes in Promoting Research Capacity in Students: A Study of Action Research Methods. 2nd International Conference https://civilica.com/doc/497628/
Bowers, B., & Schatzman, L. (2009). Dimensional analysis. In Morse, J.M., Stern, P.N., Corbin, J., Bowers, B., Charmaz, K., & Clarke, A.E. (eds), Developing grounded theory: The second generation. Walnut Creek, CA, USA: Left Coast Press. https://doi.org/10.1177/146879411141063
Bradbury-Jones, C,. & Taylor, J. (2015). Engaging with children as co-researchers: challenges, counterchallenges and solutions. International Journal of Social Research Methodology, 18(2), 161-173. https://doi.org/10.1080/13645579.2013.864589
Bucknall, S. (2009). Children As Researchers: Exploring Issues And Barriers In English Primary Schools (Submitted in part requirement for the degree of Doctor of Philosophy, Faculty of Education and Language Studies, The Open University). Researchgate. https://doi.org/10.21954/ou.ro.00005b24
Bucknall, S. (2010). Children as researchers in English primary schools: developing a model for good practice. British Educational Research Association Annual Conference. http://www.leeds.ac.uk/educol/documents/193279.pdf
Cox, S., & Robinson-Pant, A. (2008). Power, participation and decision making in the primary classroom: children as action researchers. Educational Action Research, 16(4), 457-468. https://doi.org/10.1080/09650790802445643
Dare, L., & Nowicki, E. (2019). Engaging children and youth in research and evaluation using group concept mapping. Evaluation and Program Planning, 76, 1-7. https://doi.org/10.1016/j.evalprogplan.2019.101680
Daryapour, E. (2019). Designing a model of research culture in elementary schools of Tehran, Allameh Tabataba`i University. https://ganj.irandoc.ac.ir/#/articles/5ce27d488d7aa701bd1c64d108020964 (Text in Persian)
Dewey, J. (1990). Logic: Research Theory, Ali Shariatmadari. (1997), Institute of Printing and Publishing, University of Tehran, Tehran. https://www.gisoom.com/book/175732/ (Text in Persian)
Farhadipour, M. A., Abbasi, E., & Karimzaei, S. (2014). Comparing the effectiveness of the inductive thinking teaching method and the exploratory teaching method on the creativity of fifth grade elementary students. Research in Curriculum Planning (Knowledge and Research in Educational Sciences - Curriculum Planning), 12(19 (series 46)), 10-21. https://sid.ir/paper/127378/fa (Text in Persian)
Ghazi Ardakani, R., Maleki, H., Sadeghi, A., & Dortaj, F. (2017). Designing a research-oriented curriculum model in elementary school social studies to foster thinking and creativity in students. Innovation and creativity in the humanities, 7(3), 63-106. https://sanad.iau.ir/fa/Article/929493 (Text in Persian)
Green, C. (2017). Four Methods for Engaging Young Children as Environmental Education Researchers. International Journal of Early Childhood Environmental Education, 5(1), 6-19. https://naturalstart.org/sites/default/files/journal/ijecee_5_1_green.pdf
Habibi Kaliber, R. (2016). Studing the effectiveness of teaching the thinking and research lesson in a collaborative way on creative thinking and reading skills of primary schools’ sixth grade students. Thinking and children, 8(2), 1-20. https://fabak.ihcs.ac.ir/article_4292.html (Text in Persian)
Hamzayi, A., Bagheri, M., & Mousavipour, S. (2016). The effect of mobile learning based on Ganieh's educational design model on students' self-regulated learning strategies. Information and communication technology in educational sciences, 7(4), 131-147. https://doi.org/10.22077/jct.2017.746 (Text in Persian)
Harcourt, D., & Einarsdottir, J. (2011). Introducing children's perspectives and participation in research. European Early Childhood Education Research Journal, 19(3), 301-307. https://doi.org/10.1080/1350293X.2011.597962
Hashemi, E., Shayan Amin, S., Haji Yakhchali, A., & Na'ami, A. (2017). The Effect of Creative Problem Solving Process Training on Creativity and Innovation of District Four Gas Transmission Operations. Innovation and creativity in the humanities, 7(2), 59-82. https://sid.ir/paper/223232/fa (Text in Persian)
Hosseini, SH., Heidari, M., & Saadatmand, Z. (2018). Comparative Study of Montessori and Loris Malagatsi's Perspectives on Early Childhood Education. Research in Curriculum Planning (Knowledge and Research in Educational Sciences-Curriculum Planning). 16(35), 82-105. https://sid.ir/paper/518803/fa (Text in Persian)
Jafari, Z., Samadi, P., & Ghaedi, Y. (2015). Investigating the effect of teaching philosophy to children on cultivating the research spirit of preschool children. Research in Curriculum Planning (Knowledge and Research in Educational Sciences-Curriculum Planning), 12(17), 41-49. https://sid.ir/paper/127318/fa (Text in Persian)
Jalali, R. (2012). Sampling in qualitative research. Qualitative research in health sciences, 1(4), 310-320. https://sid.ir/paper/215407/fa
Kakabaraei, K. (2018). The effect of family / school-based problem-solving education on problem-solving styles of elementary school students. Child Mental Health, 6(1), 14-27. https://sid.ir/paper/258331/fa (Text in Persian)
Kazemi, Z. (2013). Investigating the effect of sixth grade elementary school thinking and research book on students' research spirit in Abhar city. Payame Noor University of Tehran. https://ganj.irandoc.ac.ir/#/articles/6d2838a668766a98f10b579ef04415ab (Text in Persian)
Kellett, M. (2003). Empowering ten-year-olds as active researchers. British Educational Research Association Annual Conference, Edinburgh, UK. http://www.leeds.ac.uk/educol/documents/00003340.doc
Kellett, M. (2005). Children as active researchers: a new research paradigm for the 21st century?. ESRC National Centre for Research Methods. https://doi.org/10.4135/9781446212288
Kellett, M. (2006). Pupils as active researchers: Using engagement with research process to enhance creativity and thinking skills in 10-12 year-olds. British Educational Research Association Annual Conference 2006, University of Warwick, Coventry, UK. http://www.leeds.ac.uk/educol/documents/160682.htm
Kellett, M. (2009). Children as researchers: issues, impact and contribution to knowledge. 2nd International Conference of Child Indicators, Sydney, Australia. http://oro.open.ac.uk/25762/
Kellett, M. (2010). Small Shoes, Big Steps! Empowering Children as Active Researchers. Am J Community Psychol, 46, 195-203. https://doi.org/10.1007/s10464-010-9324-y
Kian, M. (2015). Explaining the dimensions of child rearing in the family system from the perspective of Islam. Ethics, 5(1), 9-35. https://doi.org/10.22081/jare.2015.21444 (Text in Persian)
Kinash, Sh., & Haffman, M. (2008). Child as Researcher: Within and Beyond the Classroom. Australian Journal of Teacher Education, 33(6), 75-93. http://dx.doi.org/10.14221/ajte.2008v33n6.6
Kools, S., McCarthy, M., Durham, R., & Robrecht, L. (1996). Dimensional analysis; Broadening the Conception of Grounded Theory. Qualitative Health Research, 6(3), 312-330. https://doi.org/10.1177/104973239600600302
Levison, D., Maynes, M., & Vavrus, F. (2021). Children and Youth as subjects, objects, agents. Springer. https://doi.org/10.1007/978-3-030-63632-6
Lundy, L., McEvoy, L., & Byrne, B. (2011). Working With Young Children as Co Researchers: An Approach Informed by the United NationsConvention on the Rights of the Child. Early Education and Development, 22(5), 714-736. http://dx.doi.org/10.1080/10409289.2011.596463
Mahroozadeh, T., & Ramezanpour, SH. (2011). The effect of sociological research method of teaching philosophy to children on developing citizenship skills. New educational ideas, 7(3), 31-63. https://doi.org/10.22051/jontoe.2011.133 (Text in Persian)
Marr, P., & Malone, K. (2007). What about me? Children as co-researchers. AARE37th Annual Conference, Western Australia: Australian Association for Research Education. https://ro.uow.edu.au/edupapers/639/
Mehri Nejhad, S. A., & Sharifi, H. P. (2005). Investigating the effectiveness of teaching by problem solving and evaluation based on research indicators in developing the spirit of research. Educational Innovations, 4(14), 9-37. https://sid.ir/paper/75347/fa (Text in Persian)
Mofidi, F. (2014). Preschool and child-centered approach. Preschool Education Development, 25, 10-12. https://www.noormags.ir/view/fa/articlepage/1091821/ (Text in Persian)
Mohammadi, M., Mohammad Jafari, KH., Marzooqi, R., Shafiee, M., & Khoshbakht, F. (2018). Experimental study of the effect of teaching deep thinking on students' research-based learning in elementary science. Psychological methods and models, 9(32), 109-130. https://dorl.net/dor/20.1001.1.22285516.1397.9.32.8.0 (Text in Persian)
Mohammad sharifi, Z. (2013). Investigating the research spirit and intra-school factors affecting it in elementary school students. Ferdowsi University of Mashhad.  https://ganj.irandoc.ac.ir/#/articles/7428706e71dc06dfecada77515e00258 (Text in Persian)
Mokhtari, M., Zarei Zavaraki, E., & Mofidi, F. (2014). Assessing the benefit of communication, thinking and research skills among fifth grade elementary students in Tehran (91-90 academic year). New educational ideas, 10(3), 79-102. https://doi.org/10.22051/jontoe.2015.377 (Text in Persian)
Momeni Mehmoei, H., Karami, M., & Seyed Sharifi Kakhki, M. (2013). The effect of exploration model on students' critical thinking and attitude towards experimental science textbook in elementary school. Research in curriculum planning. 11(13), 93-103. https://sid.ir/paper/127480/fa/ (Text in Persian)
Murray, J. (2022). How do children build knowledge in early childhood education? Susan Isaacs, Young Children Are Researchers and what happens next. In The Influence of Theorists and Pioneers on Early Childhood Education (pp. 245-261). Routledge.‏ http://dx.doi.org/10.1080/03004430.2020.1854242
Murray, J. (2016). Young children are researchers: Children aged four to eight years engage in important research behaviour when they base decisions on evidence". European Early Childhood Education Research Journal,  24(5), 705-720. http://dx.doi.org/10.1080/1350293X.2016.1213565
Murray, J. (2017). Welcome in! How the academy can warrant recognition of young children as researchers. European Early Childhood Education Research Journal, 25(2), 224-242. http://dx.doi.org/10.1080/1350293X.2017.1288016
Naderi, E., Shariatmadari, A., Seif Naraghi, M., & Manzari Tavakkoli, H. (2012). Comparison of creative problem solving process among high school students, members and non-members of student research institutes in Kerman province, academic year 2011-2012. Research in Educational Systems, 6(18), 17-36. https://dorl.net/dor/20.1001.1.23831324.1391.6.18.2.3 (Text in Persian)
Namdari Pejman, M., Karimian, H., & Rahimi, H. (2014). A comparative study of the application of learning theories in the education process and its relationship with the mathematics application score in Islamic countries. Research in curriculum planning (knowledge and research in educational sciences-curriculum planning), 12(18), 108-118. https://sid.ir/paper/127595/fa (Text in Persian)
Obalasi, A., & Hosseini nasab, D. (2013). Investigating the effect of Montessori method training on creativity of 4 and 5 years old preschool children in Tabriz. Education and evaluation, 7(28), 81-98.  https://sid.ir/paper/183550/fa (Text in Persian)
Powell, M., & Smith, A. (2009). Children's Participation Rights in Research. SAGE Publications. Los Angeles, London, New Delhi, Singapore and Washington DC, 16(1), 124-142. https://journals.sagepub.com/doi/10.1177/0907568208101694
Rashtchi, M. (2010). A study of Vygotsky's theory from a psychological point of view and its relationship with the theoretical foundations of teaching philosophy to children. Thinking and the children, 1(1), 3-20. https://fabak.ihcs.ac.ir/article_263.html (Text in Persian)
Refahi, JH., & Taheri, M. (2018). Predicting mothers' parenting styles based on their primary schemas and attachment styles. Women and society (sociology of women), 10(1), 167-195.  https://sid.ir/paper/169171/fa
Rezaei, A., Ghadampour, E., & Sharifi, H. (2008). A model for initiating interest and motive to doing study and research: Investigating its effectiveness among guidance school students. Educational innovations, 25(7), 151-184. https://sid.ir/paper/75611/fa
Rostami, K., Rahimi, E., Rostami, V., & Hashemi, S. (2013). An Investigation into the Effects of Community of Inquiry in "Philosophy for Children" Program on Creativity of Children. Thinking and the children, 3(6), 47-62. https://fabak.ihcs.ac.ir/article_566.html (Text in Persian)
Sabbaghi, F., Salehi, K., & Moghaddamzadeh. A. (2023). Necessities and consequences of developing the spirit of inquiry in children: a systematic review. Journal of Family and Research. 19(4), 81-100.  http://dorl.net/dor/20.1001.1.26766728.1401.19.4.5.7 (Text in Persian)
Sabbaghi, F., & Salehi, K. (2021). Identifying Facilitators and Inhibitors of Developing Research Spirit in Children. Thinking and children, 12(1), 125-158.https://fabak.ihcs.ac.ir/article_6285.html
Salighedar, L. (2019). Families should not be forgotten, International Quarterly Enthusiasm for Change (Shoghetagheer), 8(4), 1-56. https://khorasanrazavi.cfu.ac.ir/file/194/attach2021013762757870575367.pdf (Text in Persian)
Salmanzadeh Mamghani, D., Kardan Halvaei, J., & Yasinzadeh, M. (2014). Investigating the motivation factors for research by male and female high school and high school students in Azarshahr and Mamqan regions from the perspective of teachers and students. The first national conference on educational sciences and psychology.  https://civilica.com/doc/338676/
Sarabandi Banjar, A. (2015). Investigating the position of research in the 6-3-3 system based on the fundamental change document. University of Sistan and Baluchistan, Faculty of Psychology and Education https://ganj.irandoc.ac.ir/#/articles/f3ef38d20339a8f3787c858ae724b41b (Text in Persian)
Sarami, Z., Amiri, SH., Taher Neshat Doost, H., & Molavi, H. (2008), Mother's obsessive-compulsive disorder and anxiety in children. Evolutionary Psychology, 5(20), 333-342. https://sid.ir/paper/101275/fa (Text in Persian)
Schwartz, H. (2009). Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors (A Dissertation Submitted to the Ph.D. in Leadership and Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy).  https://aura.antioch.edu/etds/688
Seif, A. (2015). Modern educational psychology: psychology of learning and education. Tehran: Agah. https://www.adinehbook.com/gp/product/6006208213 (Text in Persian)
Shafee Sarvestani, M., Jahani, J., & Rakhodapour, A. (2019). Structural model design for predicting students' research spirit using teaching styles and teachers' thinking styles. Research teaching. 8(1), https://sid.ir/paper/373338/fa
Shier, H. (2015). Children as researchers in Nicaragua: Children’s consultancy to transformative research. Global Studies of Childhood, 5(2), 206-219. https://doi.org/10.1177%2F2043610615587798
Shokouhi Yekta, M., Zardkhane, S., Parand, A., & Pouran, F. (2011). Improving the interaction between parents and children by using new parenting methods. Psychological methods and models, 2(10), 1-13. https://sid.ir/paper/480489/fa
Siagian, C., Habib, M., & Kusumaningrum, S. (2021). How to meaningfully involve children in research?. PUSKAPA and Universitas Indonesia. https://theconversation.com/how-to-meaningfully-involve-children-in-research-165389
Straus, A., & Corbin, J. (1990). Basics of qualitative research: techniques and stages of production of grounded theory. (Ibrahim Afshar, 2016), Tehran, Ney. https://www.adinehbook.com/gp/product/9641851899/ (Text in Persian)
Thomas, D., & Larkins, C. (2019). Next steps in children and young people’s research, participation and protection from the perspective of young researchers. Journal of Children's Services, 14(3), 186-193.‏ https://doi.org/10.1108/JCS-07-2019-0038
United Nations. (1989). Convention on the Rights of the Child, United Nations, Geneva. https://www.unicef.org/sites/default/files/2019-04/UN-Convention-Rights-Child-text.pdf
Valipour, A., Balooi Jamkhane, E., & Saghaei, S. (2012). Investigating and comparing the impact of life skills training on students' life satisfaction. Educational Management Research, 4(4 (series 16)), 39-56. https://sid.ir/paper/95878/fa
Weihrauch, A. (2021). Participation of the child in research. Humanium (is an international child sponsorship NGO dedicated to stopping violations of children’s rights throughout the world) https://www.humanium.org/en/participation-of-the-child-in-research/
World Health Organization. (2009). Preventing violence by developing life skills in children and adolescents, Violence Prevention: The Evidence. https://apps.who.int/iris/handle/10665/44089
Yarmohammadi Vasel, M., Noushadi, M., Maghami, HR., & Bahrami, A. (2015). Studying the effect of exploratory method teaching on critical thinking in experimental sciences. Innovation and creativity in human sciences, 6(2), 159-174. https://sid.ir/paper/223457/fa (Text in Persian)
Yarmohammadi Vasel, M., Zoghi Paydar, M., & Mohammadi, A. (2016). The effect of exploratory teaching on the cognitive processes of critical thinking, analysis, inference, evaluation, deductive and inductive reasoning. Cognitive strategies in learning, 5(8), 79-92 https://asj.basu.ac.ir/article_1899.html .(Text in Persian)
Yasemi, S., Kian, M., & Geramipour, M. (2015). Comparison of social skills of preschool children 4 to 5 years old in Ivan Gharb city. Journal of Preschool and Elementary Studies, 1(2), 103-120. https://www.magiran.com/paper/1669550 (Text in Persian)
Young-Kim, Ch. (2015). Why Research ‘by’ Children? Rethinking the Assumptions Underlying the Facilitation of Children as Researchers. Children & Society, 30(3), 230-240. https://onlinelibrary.wiley.com/doi/full/10.1111/chso.12133
Young-Kim, Ch. Sheehy, K., & Kerawalla, L. (2017). Developing Children as Researchers; A Practical Guide to Help Children Conduct Social Research. Routledge. https://doi.org/10.4324/9781315618203

Files

Share

How to cite

Statistics