Children's voices through play-based practice: listening, intensities and critique

Abstract

Purpose

This paper offers a reflection of a research process aimed at listening to young children's voices in their everyday school life through a play-based context in a Scottish school. Throughout the research process, the complexity of conducting this research was kept in mind as listening to children's voices presents methodological and conceptual difficulties and tensions. Reflecting on the research process after the data was collected, the process was critiqued using Deleuze-Guattarian ideas. The critique aims at opening and challenging each researcher, allowing them to think-again about the next research project aimed at listening to children's voices.

Design/methodology/approach

The research involved an observation study that took place over one week in a primary school in Central Scotland. As part of the educators' approach to play-based pedagogy, children had the opportunity to engage in free play throughout the day. Observations were chosen as the main approach to “capture” children's voices in their natural settings.

Findings

The empirical research brought forth two main ideas, that of children as agents, and how children amplify their voices through play. The reflective part offers the possibility of understanding the intensities and forces when conducting such research and the possibilities of engaging with these.

Originality/value

This paper offers a critique of research aimed at listening to children's voices. The aim is not to limit engagement in researching children's voices but to open, or make complex, such processes.

Citation

Burke, L.A. and Mercieca, D. (2024), "Children's voices through play-based practice: listening, intensities and critique", Qualitative Research Journal, Vol. 24 No. 4, pp. 358-370. https://doi.org/10.1108/QRJ-06-2023-0105