Appendix of Resources and Guidelines

Digital Child Ethics Toolkit: Appendix of Resources and Guidelines

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Appendix of the Digital Child Ethics Toolkit

United Nations Convention on the Rights of the Child

Article 12.1 of the Convention provides a rationale for including children in research on matters that concern them.

It states that “Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.”

The Lundy model and associated checklist of participation can assist in applying this in practice when working with children.

International Charter for Ethical Research Involving Children

This charter is one element of a larger initiative called Ethical Research Involving Children (ERIC) –– an “international hub for promoting evidence informed ethics guidance for research involving children and young people”. Their website hosts a range of resources and guidelines, including case studies and a searchable library of publications. The searchable library appears particularly useful for resources about working with specific populations, such as migrant children or children with disabilities.

The charter itself involves the following seven commitments:

  • Ethics in research involving children is everyone’s responsibility
  • Respecting the dignity of children is core to ethical research
  • Research involving children must be just and equitable
  • Ethical research benefits children
  • Children should never be harmed by their participation in research
  • Research must always obtain children’s informed and ongoing consent
  • Ethical research requires ongoing reflection.

European Early Childhood Education Research Association (EECERA) Ethical Code

This ethical code was developed by an EECERA working group and is designed to guide research on early childhood.

The code commits researchers to having an ethic of respect for:

  • the child, family, community and society
  • democratic values
  • justice and equity
  • knowing from multiple perspectives
  • integrity, transparency and respectful interactions
  • quality and rigour
  • academic scholarship
  • social contribution.

The code outlines relevant considerations in each of the above areas. Some are not specific to research with children but are instead about academic practice more generally, such as adequately crediting co-authors or ensuring that a project’s research design is aligned with its objectives.  

Digital Child Ethical Research Framework

This framework provides a set of critically reflective questions about the following eight dimensions of a research project:

  • Research design
  • Regulatory committees
  • Negotiation of initial consent
  • Negotiation of ongoing consent
  • Valuing the voices of children and parents
  • Anonymity, confidentiality, and visual data
  • Data, storage, and security.

The framework also outlines several vignettes from completed research projects that demonstrate how the questions can be applied to specific projects.

It was developed by researchers with expertise across early childhood education and children’s media use, and is outlined in the following book chapter: Dobson, M., Murcia, K., Gifkins, K., & Holloway, D. (2021). Research ethics and digitising early childhood. In D. Holloway, M. Wilson, K. Murcia, C. Archer & F. Stocco (Eds.),Young children’s rights in a digital world (pp. 327-341). Springer, Cham.

CO:RE Compass for Research Ethics

Children Online: Research and Evidence (CO:RE) is a European-based platform for tools, resources, and data about researching children’s online experiences.

Its Compass for Research Ethics provides advice and information about a range of topics relating the ethics of researching with children.

Topics include:

  • informed consent
  • children’s rights and agency in research
  • reporting when something goes wrong
  • incentives and beneficence
  • online research with children
  • processing sensitive data
  • engaging children as co-researchers.

There is also a methods toolkit that includes a handbook with advice on specific methods and an animated film that can be used to inform children about their rights as research participants.

Several other CO:RE resources are included in relevant sections below.

Global Kids Online: Tools for Researchers

This website provides resources on a range of methods and is informed by the international research project, Global Kids Online.

Of particular note are the methods guides which cover a range of different research tools and often include discussions of ethical dimensions. These cover topics including participatory methods and surveys.

It also has a dedicated guide to Ethical Considerations for Research with Children

Researching Children’s Experiences Online across Countries: Issues and Problems in Methodology

This report is part of the EU Kids Online project. It discusses methodological issues involved in studying children and the Internet across countries and covers a range of topics, including:

  • Researching with children
  • Interviewing (pp. 22-23)
  • Creative methods (p. 23)
  • Online methods
  • Log data (pp. 29-30).

The report can be found here. The full details are:

Lobe, B., Livingstone, S., and Haddon, L. (2007) Researching children’s experiences online across countries: Issues and problems in methodology. Deliverable D4.1 for the EC Safer Internet plus programme. LSE, London: EU Kids Online.

Association of Internet Researchers (AoIR) Ethical Guidelines  

AoIR has released three versions of its guidelines for internet research. These documents have been foundational to emerging understandings about the ethics of doing research online.

The most recent version is available here and can be referenced as:

Franzke, A. S., Bechmann, A., Zimmer, M., Ess, C & the Association of Internet Researchers (2020). Internet Research: Ethical Guidelines 3.0. https://aoir.org/reports/ethics3.pdf

Australian National Statement on Ethical Conduct in Human Research

This statement outlines guidelines that have been developed in accordance with the National Health and Medical Research Council Act, 1992. 

Chapter 4.2 focuses on research involving children and young people. It concentrates on the challenges involved in ensuring informed consent and avoiding the risk of children being coerced. The chapter provides guidelines around research merit and integrity, justice, beneficence and respect as they relate to children and young people. It also outlines principles around parents giving standing consent for their child’s involvement in certain types of research at school and around considering if the research is in the best interests of the child.

Early Childhood Australia’s (ECA) Code of Ethics

The ECAs code of ethics is aimed at professionals who work in early childhood education and care environments. It has two parts: a set of core principles and a list of “commitments to action”. While its focus is pedagogical, much of the content is relevant for early childhood researchers.

Alderson, P., & Morrow, V. (2020). The ethics of research with children and young people: A practical handbook. Sage.

Dobson, M. (2020). Engaging in ethical research partnerships with children and families. In L. Green, D. Holloway, K. Stevenson, T. Leaver & L. Haddon (Eds.). The Routledge companion to digital media and children (pp. 28-37). Routledge.

Flewitt, R. S. (2022) Ethical provocations for early childhood research. In K. Kumpulainen, A. Kajamaa, O. Erstad, Å. Mäkitalo, K. Drotner, & S. Jakobsdóttir (Eds.). Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education (pp. 207-213). Routledge. DOI: 10.4324/9781003145257-23

Flewitt, R. (2019). Ethics and researching young children’s digital literacy practices. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, & I. S. Pereira (Eds.). The Routledge handbook of digital literacies in early childhood (pp. 64-78). Routledge.

Skelton, T. (2008). Research with children and young people: Exploring the tensions between ethics, competence and participation. Children’s Geographies, 6(1), 21-36.  

Alderson, P. (1995). Listening to children: Children, ethics and social research. Barnardos.

Clark, A. & Moss, P. (2011). Listening to young children: The Mosaic approach. (2nd ed.). National Children’s Bureau.

Coyne I., Hallström I., & Söderbäck M. (2016). Reframing the focus from a family-centred to a child-centred care approach for children’s healthcare. Journal of Child Health Care, 20(4), 494-502. https://doi.org/10.1177/1367493516642744 

Danby, S. (2017) Technologies, child-centred practice and listening to children. In L. Arnott, (Ed.) Digital technologies and learning in the early years (pp. 127-138). Sage.  10.4135/9781526414502.n11

Danby, S., & Farrell, A. (2005). Opening the research conversation. In A. Farrell (Ed.), Ethical research with children (pp. 49-67). Open University Press.

Danby, S., & Farrell, A. (2004). Accounting for young children’s competence in educational research: New perspectives on research ethics. The Australian Educational Researcher, 31(3), 35-49. https://doi.org/10.1007/BF03249527

Dockett, S., Einarsdottir, J., & Perry, B. (2009). Researching with children: Ethical tensions. Journal of Early Childhood Research, 7(3), 283–298. https://doi.org/10.1177/1476718X09336971 

Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children’s perspectives expressed through drawings. Early child development and care, 179(2), 217-232. https://doi.org/10.1080/03004430802666999

Greene, S. & Hill, M. (2005). Researching children’s experiences: Methods and methodological issues. In S. Greene & D. Hogan (Eds.). Researching children’s experience: Approaches and methods (pp. 1-22). Sage.https://doi.org/10.4135/9781849209823

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

Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. UNICEF International Child Development Centre, 1–39. Innocenti Essay no. 4.

Horgan, D. (2017). Child participatory research methods: Attempts to go “deeper”. Childhood, 24(2), 245-259. https://doi.org/10.1177/0907568216647787

Horgan, D. & Kennan, D. (2021). Child and youth participation in policy, practice and research. Routledge.

Kjørholt, A. T., Moss, P., & Clark, A. (2005). Beyond listening: Future prospects. In A. Clarke, A. Kjørholt, and P. Moss (Eds.). Beyond listening: Children’s perspectives on early childhood services (pp. 175-188). Policy Press. https://doi.org/10.51952/9781447342403.ch010

Lobe, B., Livingstone, S., & Haddon, L. (2007). Researching children’s experiences online across countries: Issues and problems in methodology. Deliverable D4.1 for the EC Safer Internet plus programme. LSE, London: EU Kids Online. Available at: http://eprints.lse.ac.uk/2856/

Lundy, L. (2007). “Voice” is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal 33(6), 927-942. http://www.jstor.org/stable/30032800

Lundy, L. & McEvoy, L. (2012). Childhood, The United Nations Convention on the Rights of the Child and research: What constitutes a “rights-based” approach?  In M. Freeman (Ed.). Law and childhood studies: Current legal issues, Vol 14. (pp.75-91). Oxford. https://doi.org/10.1093/acprof:oso/9780199652501.001.0001

Lundy, L.,  McEvoy, L. &  Byrne, B. (2011). Working with young children as co-researchers: An approach informed by the United Nations Convention on the Rights of the Child. Early Education and Development, 22(5), 714–736. https://doi.org/10.1080/10409289.2011.596463

Montreuil, M., Bogossian, A., Laberge-Perrault, E., & Racine, E. (2021). A review of approaches, strategies and ethical considerations in participatory research with children. International Journal of Qualitative Methods, 20, https://doi.org/10.1177/1609406920987962

Shier, H. (2001). Pathways to participation: Openings, opportunities and obligations. Children & Society, 15(2), 107–117.  https://doi.org/10.1002/chi.617

Stokes, T.  (2020). Using participatory methods with young children: Reflections on emergent “ethically important moments” in school-based research, Irish Educational Studies, 39(3), 375-387. https://doi.org/10.1080/03323315.2019.1697944

Supski, S., & Maher, J. M. (2021). Children as co-researchers and confessional research tales: Researcher positionality and the (dis) comforts of research. Qualitative Research, 23(3). https://doi.org/10.1177/14687941211049325

Woodhead, M. (2009). Child development and the development of childhood. In J. Qvortrup, W. A. Corsaro, & M. S. Honig (Eds.). Handbook of childhood studies (pp. 46–61). Palgrave Macmillan. https://doi.org/10.1007/978-0-230-27468-6_4

Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.  DOI: 10.1016/j.socscimed.2007.08.005

Alderson, P., & Morrow, V. (2020). The ethics of research with children and young people: A practical handbook. Sage.

Children Online: Research and Evidence. (2022, December 2). Informing children about their rights as research participants: An open source animation film for researchers who work with children and young people. Children Online: Research and Evidence. https://core-evidence.eu/posts/open-source-movie-childrens-rights-as-research-participants 

Constand, M., Tanel, N., & Ryan, S. E. (2015). PAeDS-MoRe: A framework for the development and review of research assent protocols involving children and adolescents. Research Ethics, 11(1), 15-38. https://doi.org/10.1177/1747016114523772

Coyne, I. (2010). Research with children and young people: The issue of parental (proxy) consent. Children & Society, 24(3), 227-237.  https://doi.org/10.1111/j.1099-0860.2009.00216.x

Danby, S. (2017). Technologies, child-centred practice and listening to children. In L. Arnott, (Ed.) Digital technologies and learning in the early years (pp. 127-138). Sage.  10.4135/9781526414502.n11

Danby, S., & Farrell, A. (2004). Accounting for young children’s competence in educational research: New perspectives on research ethics. The Australian Educational Researcher, 31(3), 35-49. https://doi.org/10.1007/BF03249527

Danby, S., & Farrell, A. (2005). Opening the research conversation. Ethical Research with Children, 5, 43-48.

David, M., Edwards, R., & Alldred, P. (2001). Children and school‐based research: “Informed consent” or “educated consent”? British Educational Research Journal, 27(3), 347-365. https://doi.org/10.1080/01411920120048340

Dockett, S., Einarsdottir, J., & Perry, B. (2012). Young children’s decisions about research participation: Opting out. International Journal of Early Years Education, 20(3), 244-256. https://doi.org/10.1080/09669760.2012.715405

Dobson, M., Murcia, K., Gifkins, K., & Holloway, D. (2021). Research ethics and digitising early childhood. In D. Holloway, M. Willson, K. Murcia, C. Archer & F. Stocco (Eds.). Young children’s rights in a digital world (pp. 327-341). Springer. DOI: 10.1007/978-3-030-65916-5_24

Flewitt, R. (2005). Conducting research with young children: Some ethical considerations. Early child development and care, 175(6), 553-565. https://doi.org/10.1080/03004430500131338

Gallagher, M., Haywood, S. L., Jones, M. W., & Milne, S. (2010). Negotiating informed consent with children in school–based research: A critical review. Children & Society, 24(6), 471-482. https://doi.org/10.1111/j.1099-0860.2009.00240.x

Mason, J., & Danby, S. (2011). Children as experts in their lives: Child inclusive research. Child Indicators Research, 4, 185-189.https://doi.org/10.1007/s12187-011-9108-4

Mayne, F., & Howitt, C. (2021). The narrative approach to informed consent: Empowering young children’s rights and meaningful participation. Routledge.

Mayne, F., Howitt, C., & Rennie, L. J. (2017). Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children. International Journal of Inclusive Education, 21(3), 299-315. https://doi.org/10.1080/13603116.2016.1260833

Sandberg, H., & Gillen, J. (2021). Investigating the digital media engagements of very young children at home: Reflecting on methodology and ethics. Communications, 46(3), 332–351. https://doi.org/10.1515/commun-2021-0046

Southern Cross University. (2022, June 16). International charter for ethical research involving children. Ethical Research Involving Children. https://childethics.com/informed-consent/ 

Vreeman, R., Kamaara, E., Kamanda, A., Ayuku, D., Nyandiko, W., Atwoli, L., … & Braitstein, P. (2012). Community perspectives on research consent involving vulnerable children in Western Kenya. Journal of Empirical Research on Human Research Ethics, 7(4), 44-55. doi: 10.1525/jer.2012.7.4.44

3.6.1 Resources on home settings

Daley, D. M. (2021). “I can do this by my own self”: How four preschool-aged children navigated mobile technologies at home. Early Child Development and Care, 192(14), 2296-2310. https://doi.org/10.1080/03004430.2021.2005037

d’Apice, K., Latham, R. M., & von Stumm, S. (2019). A naturalistic home observational approach to children’s language, cognition, and behavior. Developmental Psychology, 55(7), 1414-1427. DOI: 10.1037/dev0000733

Eisenmann, C., Peter, J., & Wittbusch, E. (2019). Ethnomethodological media ethnography: Exploring everyday digital practices in families with young children. Media in Action. Interdisciplinary Journal on Cooperative Media, (1), 63-80. https://doi.org/10.25969/mediarep/16211.

Given, L. M., Cantrell Winkler, D., Willson, R., Davidson, C., Danby, S., & Thorpe, K. (2016). Parents as co-researchers at home: Using an observational method to document young children’s use of technology. International Journal of Qualitative Methods, 15(1), https://doi.org/10.1177/1609406915621403

Given, L. M., Winkler, D. C., Willson, R., Davidson, C., Danby, S., & Thorpe, K. (2016). Watching young children “play” with information technology: Everyday life information seeking in the home. Library & Information Science Research, 38(4), 344-352.

Hao, Y. (2017). The dialectic between ideal and real forms of “sharing”: A cultural-historical study of story acting through imaginary play at home. Early Child Development and Care, 187(1), 99-114. https://doi.org/10.1016/j.lisr.2016.11.007

Marsh, J. (2019). Researching young children’s play in the post-digital age: Questions of method. In N. Kucirkova, J. Rowsell & G. Falloon (Eds.). The Routledge international handbook of learning with technology in early childhood pp. 157-169. Routledge.

Noppari, E., Uusitalo, N., & Kupiainen, R. (2017). Talk to me! Possibilities of constructing children’s voices in the domestic research context. Childhood, 24(1), 68-83. https://doi.org/10.1177/0907568216631026

Sandberg, H., & Gillen, J. (2021). Investigating the digital media engagements of very young children at home: Reflecting on methodology and ethics. Communications, 46(3), 332-351. https://doi.org/10.1515/commun-2021-0046

Scott, F. L. (2021). Family mediation of preschool children’s digital media practices at home. Learning, Media and Technology, 47(2), 235-250. https://doi.org/10.1080/17439884.2021.1960859

Teichert, L. (2021). iPhone for data collection: Distraction in low-technology home. Qualitative Research Journal, 21(2), 148-165.  https://doi.org/10.1108/QRJ-01-2020-0004

In-home tours of toys, play, or technology

Kennedy, A., Arnold, M., Gibbs, N., & Wilken (2020). Digital domesticity: Media, materiality, and home life. Oxford Academic. https://doi.org/10.1093/oso/9780190905781.001.0001

Marsh, J. (2019). Researching young children’s play in the post-digital age: Questions of method. In N. Kucirkova, J. Rowsell & G. Falloon (Eds.). The Routledge international handbook of learning with technology in early childhood pp. 157-169. Routledge.

Plowman, L., & Stevenson, O. (2013). Exploring the quotidian in young children’s lives at home. Home Cultures, 10(3), 329-347. https://doi.org/10.2752/175174213X13739735973381

Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers & Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014

3.6.2 Resources: Education settings

Baroutsis, A., Kervin, L., Woods, A., & Comber, B. (2019). Understanding children’s perspectives of classroom writing practices through drawings. Contemporary Issues in Early Childhood, 20(2), 177-193. https://doi.org/10.1177/1463949117741743

Bond, M., Zawacki-Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology, 50(1), 12–63. https://doi.org/10.1111/bjet.12730

Breathnach, H., Danby, S., & O’Gorman, L. (2018). Becoming a member of the classroom: Supporting

children’s participation as informants in research. European Early Childhood Education Research Journal, 26(3), 393-406. https://doi.org/10.1080/1350293X.2018.1463906

Kervin, L., Mantei, J., & Lipscombe, K. (2017). The intricacies of classroom-based ethnography. Sage.

Ruscoe, A., Barblett, L., & Barratt-Pugh, C. (2018). Sharing power with children: Repositioning children as agentic learners. Australasian Journal of Early Childhood, 43(3), 63-71. https://doi.org/10.23965/AJEC.43.3.07

Theobald, M., Busch, G., Mushin, I., O’Gorman, L., Nielson, C., Radanovic, S., Briant, E., & Danby, S. (2021). Empowering Global Learners: A teacher-as-researcher approach. Research Brief. Queensland University of Technology.

Williamson, B., Macgilchrist, F., & Potter, J. (2021). Covid-19 controversies and critical research in digital education. Learning, Media and Technology, 46(2), 117–127. https://doi.org/10.1080/17439884.2021.1922437

Australian Association Researchers in Education (AARE). (n.d.). Application form for conducting research in schools in more than one jurisdiction (sector, state or territory). Available at: https://www.aare.edu.au/research-and-advocacy/research-ethics/national-application-form/ 

3.6.3 Resources: Cultural institutions

Dobson, M., Murcia, K., Gifkins, K., Holloway, D. (2021). Research ethics and digitising early childhood. In D. Holloway, M. Willson, K. Murcia, C. Archer, & F. Stocco (Eds.). Young children’s rights in a digital world. Children’s Well-Being: Indicators and Research series, vol 23. Springer. https://doi.org/10.1007/978-3-030-65916-5_24

Flewitt, R. (2005) Conducting research with young children: Some ethical considerations. Early Child Development and Care, 175(6), 553-565. https://doi.org/10.1080/03004430500131338

Flewitt, R., Bangpan, M., Manyukhina, Y., & Wyse, D. (2023). Young children’s engagement with objects in science museums: A rapid evidence assessment of research. Curator: The Museum Journal, 66(1), 129-148. https://doi.org/10.1111/cura.12540

3.6.4 Resources: Online platforms including social media

franzke, a.s., Bechmann, A., Zimmer, M., Ess, C. & the Association of Internet Researchers (2020). Internet Research: Ethical Guidelines 3.0. https://aoir.org/reports/ethics3.pdf

Bunn, A. (2019). Children and the “right to be forgotten”: What the right to erasure means for European children, and why Australian children should be afforded a similar right. Media International Australia, 170(1), 37-46. https://doi.org/10.1177/1329878X19848503

Livingstone, S. & Locatelli, E. (2014). Ethical dilemmas in qualitative research with youth on/offline. International Journal of Learning and Media, 4(2), 67-75. doi: 10.1162/IJLM_a_00096

Pothong, K. & Livingstone, S. (2022). Consulting children during COVID-19: Managing research ethics on Zoom. In S. Kotilainen (Ed.), Methods in practice: Studying children and youth online. (Chapter 11). Retrieved 11 July 2023, from https://core-evidence.eu/methods-toolkit/handbook-part3/handbook-research-ethics-on-zoom,

Sefton-Green, J., & Pangrazio, L. (2021). Platform pedagogies –Toward a research agenda. In Algorithmic rights and protections for children. Available at: https://wip.mitpress.mit.edu/pub/platform-pedagogies/release/1

van Dijck, J., Poell, T., & Waal, M. de. (2018). The platform society: Public values in a connective world. Oxford. https://doi.org/10.1093/oso/9780190889760.001.0001

3.6.5 Resources: Health settings

Canadian Pediatric Society. (2008). Ethical issues in health research in children. Paediatric Child Health, 13(8), 707-20. doi: 10.1093/pch/13.8.707

Field, M. J., Behrman, R. E., & Field, M. J. (2004). Ethical conduct of clinical research involving children. National Academies Press.

Modi, N., Vohra, J., Preston, & J. et. al. A Working Party of the Royal College of Paediatrics and Child Health (2014). Guidance on clinical research involving infants, children and young people: An update for researchers and research ethics committees. Archives of Disease in Childhood, 99(10), 887-891. doi: 10.1136/archdischild-2014-306444.

3.6.6 Resources: Laboratory settings

Straker, L.M., Campbell, A., Coenen, P., Ranelli, S. & Howie, E. (2015). Movement, posture and muscle activity in young children using tablet computers. In Proceedings of the 19th triennial congress of the IEA, Melbourne 9-14 Aug, 2015.  Available at: http://www.iea.cc/congress/2015/1899.pdf 

3.7.1 Resources: Interviews and focus groups

Adler, K., Salanterä, S., & Zumstein-Shaha, M. (2019). Focus group interviews in child, youth, and parent research: An integrative literature review. International Journal of Qualitative Methods, 18. https://doi.org/10.1177/1609406919887274

Bodén, L. (2021). On, to, with, for, by: Ethics and children in research, Children’s Geographies, DOI: 10.1080/14733285.2021.1891405

Bushin, N. (2007). Interviewing with children in their homes: Putting ethical principles into practice and developing flexible techniques, Children’s Geographies, 5(3), 235-251, DOI: 10.1080/14733280701445796

Danby, S. (2017). Technologies, child-centred practice and listening to children. In L. Arnott (Ed.) Digital technologies and learning in the early years (pp. 127-138). Sage. https://doi.org/10.4135/9781526414502

Danby, S., & Farrell, A. (2005). Opening the research conversation. In A. Farrell (Ed.), Ethical research with children (pp. 49-67). Open University Press.

Danby, S., Ewing, L., & Thorpe, K. (2011). The novice researcher: Interviewing young children. Qualitative Inquiry, 17(1), 74–84. https://doi.org/10.1177/1077800410389754

Jaakkola, M. (2022). Child-centered qualitative interview. In S. Kotilainen (Ed.), Methods in practice: Studying children and youth online (chapter 5). Retrieved 11 July 2023, from https://core-evidence.eu/methods-toolkit/handbook-part1/handbook-child-centred-qualitative-interview

Lahman, M. K. E. (2008). always Othered: ethical research with children. Journal of Early Childhood Research, 6(3), 281–300. https://doi.org/10.1177/1476718X08094451

Livingstone, S. (2018). Parent as field collaborator when interviewing the pre-verbal and early verbal child. Parenting for a digital future. https://blogs.lse.ac.uk/parenting4digitalfuture/

Lobe, B., Livingstone, S., & Haddon, L. (2007). Researching children’s experiences online across countries: Issues and problems in methodology. Deliverable D4.1 for the EC Safer Internet plus programme. LSE, London: EU Kids Online. (see pages 22-23)

Mason, J., & Danby, S. (2011). Children as experts in their lives: Child inclusive research. Child Indicators Research, 4, 185-189.https://doi.org/10.1007/s12187-011-9108-4

3.7.2 Resources: Ethnographic research

Eder, D., & Corsaro, W. (1999). Ethnographic studies of children and youth: Theoretical and ethical issues. Journal of Contemporary Ethnography, 28(5), 520–531. https://doi.org/10.1177/089124199129023640

Christensen, P. H. (2004). Children’s participation in ethnographic research: Issues of power and representation. Children & Society, 18(2): 165-176.  https://doi.org/10.1002/chi.823

Danby, S. (2017). Technologies, child-centred practice and listening to children. In L. Arnott (Ed.) Digital technologies and learning in the early years (pp. 127-138). Sage. https://doi.org/10.4135/9781526414502

García, A., & Fine, G. (2018). Fair warnings: The ethics of ethnography with children. In R. Iphofen & M. Tolich (Eds.) The SAGE handbook of qualitative research ethics, 367. Sage. https://doi.org/10.4135/9781526435446

Mills, D., & Morton, M. (2013). Ethnography in education. Sage Publications.

Ritchie, J. (2019). Ethnography in Early Childhood Education. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.532

3.7.3 Resources: Surveys

Ask Dr. Cath. (n.d.). Surveys. Retrieved 11 July 2023 from https://www.drcath.net/toolkit/survey 

Andrews, D., Nonnecke, B., & Preece, J. (2003). Electronic survey methodology: A case study in reaching hard-to-involve Internet users. International Journal of Human-Computer Interaction, 16(2), 185-210. https://doi.org/10.1207/S15327590IJHC1602_04

Balch, C. V. (2010). Internet survey methodology. Cambridge Scholars Publishing.

Barbosa, A., Pitta, M., Senne, F., & Sózio, M.E. (2016). Survey sampling and administration. Retrieved 26 July 2023, from http://globalkidsonline.net/tools/guides/sampling/ 

Collins, D., d’Ardenne, J., Pilley, S., & Green, K. (n.d.). Additional guidance on surveying children and young people. National Centre for Social Research. Retrieved 26 July 2023, from https://masassets.blob.core.windows.net/fincap-cms/files/000/000/219/original/Additional_guidance_on_surveying_children_and_young_people.pdf 

Dillman, D. A., & Brenner, P. S. (2020). Understanding survey methodology: Sociological theory and applications. Springer Cham. https://doi.org/10.1007/978-3-030-47256-6

Gideon, L. (Ed.). (2012). Handbook of survey methodology for the social sciences. Springer. https://doi.org/10.1007/978-1-4614-3876-2

Greig, A. D., Taylor, J., & MacKay, T. (2012). Doing research with children: A practical guide. Sage.

Livingstone, S., & Bober, M. (2004). UK children go online: Surveying the experiences of young people and their parents. A research report from the UK Children Go Online project. www.children-go-online.net. LSE, London.

Tisdall, K., Davis, J.M., & Gallagher, M. (2009). Researching with children and young people: Research design, methods and analysis. Sage.

3.7.4 Resources: Audio, visual, and audiovisual recordings

Special issue of Attachment & Human Development on video observations of sensitive caregiving especially in non-western cultural contexts. Available at: https://www.tandfonline.com/doi/full/10.1080/14616734.2020.182851

Bird, J., Colliver, Y., & Edwards, S. (2014). The camera is not a methodology: Towards a framework for understanding young children’s use of video cameras. Early Child Development and Care, 184(11), 1741-1756. https://doi.org/10.1080/03004430.2013.878711

Cooper, V. L. (2017). Lost in translation: Exploring childhood identity using photo-elicitation. Children’s Geographies, 15(6), 625-637. https://doi.org/10.1080/14733285.2017.1284306

Danby, S. (2020). Ways of working with video and online data: From field work to analysis. In D. Silverman (Ed.), Qualitative Research (pp. 283-298). Sage.

Downing, K. L., Janssen, X., & Reilly, J. J. (2019). Feasibility of wearable cameras to assess screen time and time spent restrained in children aged 3 to 5 years: A study protocol. BMJ open, 9(5), e028265. doi: 10.1136/bmjopen-2018-028265.

Eckhoff, A. (2015). Ethical considerations of children’s digital image-making and image-audiancing in early childhood environments. Early Child Development and Care, 185(10), 1617-1628. https://doi.org/10.1080/03004430.2015.1013539

Ford, K., Bray, L., Water, T., Dickinson, A., Arnott, J., & Carter, B. (2017). Auto-driven photo elicitation interviews in research with children: Ethical and practical considerations. Comprehensive Child and Adolescent Nursing, 40(2), 111-125. https://doi.org/10.1080/24694193.2016.1273977

Flewitt, R. (2005). Conducting research with young children: Some ethical considerations. Early child development and care, 175(6), 553-565. https://doi.org/10.1080/03004430500131338

Peters, M. A., White, E. J., Besley, T., Locke, K., Redder, B., Novak, R., … & Sturm, S. (2021). Video ethics in educational research involving children: Literature review and critical discussion. Educational Philosophy and Theory, 53(9), 863-880. https://doi.org/10.1080/00131857.2020.1717920

Theobald, M., & Danby, S. J. (2019). Children’s competence and wellbeing in sensitive research: When video-stimulated accounts lead to dispute. In J. Lamerichs, S.J. Danby, A. Bateman, & S. Ekberg (Eds.). Children and Mental Health Talk (pp. 137-166). The Language of Mental Health. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-28426-8_6

Recording images in home-based research that involves children

Golann, J. W., Mirakhur, Z., & Espenshade, T. J. (2019). Collecting ethnographic video data for policy research. American Behavioral Scientist, 63(3), 387-403. https://doi.org/10.1177/0002764218820566

Lindsay, J., Tanner, C., Leahy, D., Supski, S., Wright, J., & Maher, J. (2021). The family meals imperative and everyday family life: An analysis of children’s photos and videos. Critical Public Health, 31(1), 77-89. https://doi.org/10.1080/09581596.2019.1684443

Marsh, J. (2019). Researching young children’s play in the post-digital age: Questions of method. In N. Kucirkova, J. Rowsell & G. Falloon (Eds.). The Routledge international handbook of learning with technology in early childhood (pp. 157-169). Routledge.

Plowman, L., & Stevenson, O. (2013). Exploring the quotidian in young children’s lives at home. Home Cultures, 10(3), 329-347. https://doi.org/10.1080/09581596.2019.1684443

Sandberg, H., & Gillen, J. (2021). Investigating the digital media engagements of very young children at home: Reflecting on methodology and ethics. Communications, 46(3), 332–351. https://doi.org/10.1515/commun-2021-0046

Savadova, S. (2021). A living journals approach for the remote study of young children’s digital practices in Azerbaijan. Global Studies of Childhood, 13(1), 64-78. https://doi.org/10.1177/20436106211034179

Scott, F. L. (2021). Family mediation of preschool children’s digital media practices at home. Learning, Media and Technology, 47(2), 235-250. https://doi.org/10.1080/17439884.2021.1960859

Uses video ethnography (observations in homes including video and and photographs) and interviews

Supski, S., & Maher, J. M. (2021). Children as co-researchers and confessional research tales: Researcher positionality and the (dis) comforts of research. Qualitative Research, 23(3), 727-745. https://doi.org/10.1177/14687941211049325

Taylor, K.H., Takeuchi, L. & Stevens, R. (2018). Mapping the daily media round: Novel methods for understanding families’ mobile technology use. Learning, Media and Technology, 43(1) 70-84. https://doi.org/10.1080/17439884.2017.1391286

3.7.5 Resources: Video stimulated accounts

Pomerantz, A. (2005). Using participants’ video stimulated comments to complement analyses of interactional practices. In H. te Molder & J. Potter (Eds.), Conversation and cognition (pp. 93-113). Cambridge University Press. doi:10.1017/CBO9780511489990.005

Theobald, M. (2012). Video-stimulated accounts: Young children accounting for interactional matters in front of peers. Journal of Early Childhood Research, 10(1), 32-50. https://doi.org/10.1177/1476718X11402445

Theobald, M. (2017). Children as research participants in educational research using video-stimulated accounts. International Journal of Educational Research, 86, 131-143. https://doi.org/10.1016/j.ijer.2017.07.008

Theobald, M., & Danby, S. J. (2019). Children’s competence and wellbeing in sensitive research: When video-stimulated accounts lead to dispute. In J. Lamerichs, S.J. Danby, A. Bateman, & S. Ekberg, S. (Eds.). Children and Mental Health Talk (pp. 137-166). The Language of Mental Health. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-28426-8_6     

3.7.6 Resources: Wearable devices

Downing, K. L., Janssen, X., & Reilly, J. J. (2019). Feasibility of wearable cameras to assess screen time and time spent restrained in children aged 3 to 5 years: A study protocol. BMJ open, 9(5), e028265. http://dx.doi.org/10.1136/bmjopen-2018-028265

Hartman A., McKendry, S., Akcakaya, M., Soehner, A., Bodison, S., DeAlmeida, D., & Bendixen, R. (2023). Characterizing rest-activity rhythms and sleep for children with and without tactile sensitivities: An observational study, Sleep Medicine, 106, 8-16. https://doi.org/10.1016/j.sleep.2023.03.024 

Green, C. (2016). Sensory tours as a method for engaging children as active researchers: Exploring the use of wearable cameras in early childhood research. International Journal of Early Childhood, 48(3), 277-294. https://doi.org/10.1007/s13158-016-0173-1

Jewell, J., Milford, T. M., & Tippett, C. D. (2023). Using wearable GPS technology to explore children’s authentic interest in nature. In C. Tippett & T. Milford (Eds.) Exploring elementary science teaching and learning in Canada (pp. 187-208). Springer, Cham. https://doi.org/10.1007/978-3-031-23936-6

Kelly, P., Marshall, S. J., Badland, H., Kerr, J., Oliver, M., Doherty, A. R., & Foster, C. (2013). An ethical framework for automated, wearable cameras in health behavior research. American Journal of Preventive Medicine, 44(3), 314-319. https://doi.org/10.1016/j.amepre.2012.11.006

Lloyd, A., Gray, T., & Truong, S. (2018). Seeing what children see: Enhancing understanding of outdoor learning experiences through body-worn cameras. Journal of Outdoor Recreation, Education, and Leadership, 10(1). https://doi.org/10.18666/JOREL-2018-V10-I1-8192

Sharma, K. & Giannakos, M. (2021). Sensing technologies and child-computer interaction: Opportunities, challenges and ethical considerations, International Journal of Child-Computer Interaction, 30, https://doi.org/10.1016/j.ijcci.2021.100331

3.7.7 Resources: Screen recordings and screen grabs

Ho, W. Y. J. (2019). “I knew that you were there, so I was talking to you”: The use of screen-recording videos in online language learning research. Qualitative Research, 21(1), 1-20. https://doi.org/10.1177/1468794119885044

Mavoa, J., Nansen, B., Carter, M., & Gibbs, M. (2022). Synchronizing multi-perspectival data of children’s digital play at home. Digital Creativity, 33(3), 234-249. https://doi.org/10.1080/14626268.2022.2083640

Švelch, J. (2021). Redefining screenshots: Toward critical literacy of screen capture practices. Convergence, 27(2), 554–569. https://doi.org/10.1177/1354856520950184 

3.7.8 Resources: Log files

Guzdial, M., Santos, P., Badre, A., Hudson, S. & Gray, M. (1994). Analyzing and visualizing log files: A computational science of usability. HCI Consortium, Feb 2-6. http://hdl.handle.net/1853/3586

Kroehne, U. & Goldhammer, F. (2018). How to conceptualize, represent, and analyze log data from technology-based assessments? A generic framework and an application to questionnaire items. Behaviormetrika, 45, 527–563. https://doi.org/10.1007/s41237-018-0063-y 

Lobe, B., Livingstone, S., & Haddon, L. (2007) Researching children’s experiences online across countries: Issues and problems in methodology. Deliverable D4.1 for the EC Safer Internet plus programme. LSE, London: EU Kids Online. Available at: http://eprints.lse.ac.uk/2856/  (see page 29-30)

3.7.9 Resources: Web scraping

franzke, a.s., Bechmann, A., Zimmer, M., Ess, C. & the Association of Internet Researchers (2020). Internet Research: Ethical Guidelines 3.0. https://aoir.org/reports/ethics3.pdf

Bechmann, A. & Kim, J.Y. (2020). Big data: A focus on social media research dilemmas. In R. Iphofen (Ed.). Handbook of research ethics and scientific integrity (pp. 427-444). Springer Cham. https://doi.org/10.1007/978-3-030-16759-2

Bright, J. (2017). “Big social science”: Doing big data in the social sciences. In N. Fielding, R. Lee & G. Blank (Eds.). The Sage handbook of online research methods (pp. 125-139), Sage. https://doi.org/10.4135/9781473957992

Bunn, A. (2019). Children and the “right to be forgotten”: What the right to erasure means for European children, and why Australian children should be afforded a similar right. Media International Australia, 170(1), 37-46. https://doi.org/10.1177/1329878X19848503

franzke, a s., Bechmann, A., Zimmer, M., Ess, C and the Association of Internet Researchers (2020). Internet Research: Ethical Guidelines 3.0. https://aoir.org/reports/ethics3.pdf

Ignatow, G., & Mihalcea, R. (2017). Text mining: A guidebook for the social sciences. Sage Publications. https://doi.org/10.4135/9781483399782

Lomborg, S. & Bechmann, A. (2014). Using APIs for data collection on social media. The Information Society, 30(4), 256-265. https://doi.org/10.1080/01972243.2014.915276

Munzert, S., Rubba, C., Meißner, P., & Nyhuis, D. (2014). Automated data collection with R: A practical guide to web scraping and text mining. John Wiley & Sons. DOI:10.1002/9781118834732

Nyhuis, D. (2020). Web data collection: Potentials and challenges. In L. Curini & R. Franzese (Eds.). The SAGE handbook of research methods in political science and international relations (pp. 387-403), Sage Publications.

3.7.10 Resources: Arts-based methods

Baroutsis, A., Kervin, L., Woods, A., & Comber, B. (2019). Understanding children’s perspectives of classroom writing practices through drawings. Contemporary Issues in Early Childhood, 20(2), 177-193. https://doi.org/10.1177/1463949117741743

Barton, G. (2015). Arts-based educational research in the early years. International Research in Early Childhood Education, 6(1), 62-78. https://doi.org/10.26180/5ccfb17b8245f

Bird, J., Colliver, Y., & Edwards, S. (2014). The camera is not a methodology: Towards a framework for understanding young children’s use of video cameras. Early Child Development and Care, 184(11), 1741-1756. https://doi.org/10.1080/03004430.2013.878711

Blaisdell, C., Arnott., L., & Robinson, C. (2019). Look who’s talking: Using creative, playful arts-based methods in research with young children. Journal of Early Childhood Research, 17(1) 14–31. https://doi.org/10.1177/1476718X18808816

Green, A., & Denov, M. (2019). Mask-making and drawing as method: Arts-based approaches to data collection with war-affected children. International Journal of Qualitative Methods, 18, 1–13. https://doi.org/10.1177/1609406919832479

Groundwater-Smith, S., Dockett, S., & Bottrell, D. (2015). Participatory research with children and young people. SAGE Publications. https://doi.org/10.4135/9781473910751

Hickey-Moody, A., Horn, C., Willcox, M., & Florence, E. (2021). Correction to: Arts-based methods for research with children. In Arts-Based Methods for Research with Children. https://doi.org/10.1007/978-3-030-68060-2_7

Knight, L. (2019). Arts-based methods. In J. Rowsell, G. Falloon, & N. Kucirkova (Eds.). The Routledge international handbook of learning with technology in early childhood (pp. 311-323). Routledge.

Lobe, B., Livingstone, S., & Haddon, L. (2007) Researching children’s experiences online across countries: Issues and problems in methodology. Deliverable D4.1 for the EC Safer Internet plus programme. LSE, London: EU Kids Online. Available at: http://eprints.lse.ac.uk/2856/ 

Parry, B. (2015). Arts-based approaches to research with children: Living with mess. In E. Stirling, &  D. Yamada-Rice (Eds.). Visual methods with children and young people, (pp. 89-98). Palgrave Macmillan.

Tian, M. (2023). Arts-based research methods for educational researchers. Routledge.

Wall, K. (2017). Exploring the ethical issues related to visual methodology when including young children’s voice in wider research samples. International Journal of Inclusive Education, 21(3), 316–331. https://doi.org/10.1080/13603116.2016.1260845

3.8.1 Resources: Infants and toddlers

Barassi, V. (2020). Child data citizen. How tech companies are profiling us from before birth. MIT Press.

Chalklen, C., & Anderson, H. (2017). Mothering on Facebook: Exploring the privacy/openness paradox. Social Media + Society, 3(2). https://doi.org/10.1177/2056305117707187

Council on Communications and Media. (2016). Media and young minds, Pediatrics, 138(5). https://doi.org/10.1542/peds.2016-2591

Danby, S., & Farrell, A. (2004). Accounting for young children’s competence in educational research: New perspectives on research ethics. The Australian Educational Researcher, 31(3), 35-50. https://doi.org/10.1007/BF03249527

Early Childhood Australia (ECA). (2018). Statement on young children and digital technologies. Canberra, ACT: ECA. http://dx.doi.org/10.23965/ECA.001

Flewitt, R. (2020). Ethics and researching young children’s digital literacy practices. In O. Erstad, R. Flewitt, B. Kümmer-ling-Meibauer, & Í. S. Pires Pereira (Eds.). The Routledge handbook of digital literacies in early childhood (pp. 64–78). Routledge.

Flewitt, R., & Ang, L. (2020). Research methods for early childhood education. Bloomsbury Academic.

Leaver, T. (2017). Intimate surveillance: Normalizing parental monitoring and mediation of infants online. Social Media + Society, 3(2), 1-10. Available at: https://journals.sagepub.com/doi/epub/10.1177/2056305117707192

Guillemin, M., & Gillam, L. (2004). Ethics, reflexivity, and “ethically important moments” in research. Qualitative Inquiry, 10(2), 261–280. https://doi.org/10.1177/1077800403262360

Livingstone, S. (2018). Parent as field collaborator when interviewing the pre-verbal and early verbal child. Parenting for a digital future. https://blogs.lse.ac.uk/parenting4digitalfuture/

Ofcom (2022). Children and parents: Media use and attitudes report 2022. Available at: https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf

Rhodes, A. (2017). Screen time and kids: What’s happening in our homes? Detailed report. The Royal Children’s Hospital Melbourne: Australian Child Health POLL.

Sandberg, H., & Gillen, J. (2021). Investigating the digital media engagements of very young children at home: Reflecting on methodology and ethics. Communications, 46(3), 332–351. https://doi.org/10.1515/commun-2021-0046

Tiidenberg, K., & Baym, N. K. (2017). Learn it, buy it, work it: Intensive Pregnancy on Instagram. Social Media + Society, 3(1), 1-13. https://doi.org/10.1177%2F2056305116685108

Trinh, M. H., Sundaram, R., Robinson, S. L., Lin, T. C., Bell, E. M., Ghassabian, A., & Yeung, E. H. (2020). Association of trajectory and covariates of children’s screen media time. JAMA Pediatrics, 174(1), 71-78. doi:10.1001/jamapediatrics.2019.4488

Yu, M., & Baxter, J. (2016). Australian children’s screen time and participation in extracurricular activities. Annual statistical report 2015, 99. Available at: https://growingupinaustralia.gov.au/sites/default/files/publication-documents/lsac-asr-2015-book.pdf#page=109

3.8.2 Resources: Aboriginal and Torres Strait Islander children and communities

ABS (2022). Aboriginal and Torres Strait Islander Peoples. Australian Bureau of Statistics. Available at: https://www.abs.gov.au/statistics/people/aboriginal-and-torres-strait-islander-peoples

ADM+S Centre (Automated Decision Making and Society Centre). (n.d.) Mapping the digital gap. https://www.admscentre.org.au/mapping-the-digital-gap/   

AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies). (2020). AIATSIS Code of Ethics for Aboriginal and Torres Strait Islander Research. Australian Institute of Aboriginal and Torres Strait Islander Studies. https://aiatsis.gov.au/research/ethical-research

AIHW (2022). Profile of Indigenous Australians. Australian Institute of Health and Welfare. https://www.aihw.gov.au/reports/australias-health/profile-of-indigenous-australians

Australian Government. (2020). Closing the Gap Report 2020. https://ctgreport.niaa.gov.au/sites/default/files/pdf/closing-the-gap-report-2020.pdf

Gollan, S., & Stacey, K. (2021). Australian Evaluation Society First Nations Cultural Safety Framework. Australian Evaluation Society, Melbourne. https://www.aes.asn.au/images/AES_FirstNations_Cultural_Framework_finalWEB_final.pdf 

Good Things Foundation Australia & Save the Children. (2021). Closing the Digital Divide for First Nations Families and Children: Joint Consultation Response & Recommendations. https://www.niaa.gov.au/sites/default/files/submissions/idip-sub-good-things-foundation-save-the-children.pdf

Couture, S., & Toupin, S. (2019). What does the notion of “sovereignty” mean when referring to the digital?. New Media & Society, 21(10), 2305-2322.https://doi.org/10.1177/1461444819865984

de la Garza, A. (2016). Aboriginal digitalities: Indigenous peoples and new media. In C. Travis & A. von Lünen (Eds.) The digital arts and humanities: Neogeography, social media and big data integrations and applications (pp. 49-62). Springer. https://hdl.handle.net/10468/7252

Dew, A., McEntyre, E., & Vaughan, P. (2019). Taking the research journey together: The insider and outsider experiences of Aboriginal and non-Aboriginal researchers. Forum: Qualitative Social Research, 20(1), 1-17). DOI: https://doi.org/10.17169/fqs-20.1.3156

Fitzpatrick, E., Macdonald, G., Martiniuk, A., Oscar, J., D’Antoine, H., Carter, M., Lawford, T., & Elliott, E. (2019). The picture talk project: Aboriginal community input on consent for research. BMC Medical Ethics, 20(1), 1-15.

Laird, P., Chang, A. B., Jacky, J., Lane, M., Schultz, A., & Walker, R. (2021). Conducting decolonizing research and practice with Australian First Nations to close the health gap. Health Research Policy and Systems, 19(127), 1-10.

NHMRC (National Health and Medical Research Council) (2018). Ethical Conduct in Research with Aboriginal and Torres Strait Islander Peoples and Communities: Guidelines for researchers and stakeholders. https://www.nhmrc.gov.au/about-us/resources/ethical-conduct-research-aboriginal-and-torres-strait-islander-peoples-and-communities

Smith, L. T. (2021). Decolonizing methodologies : Research and indigenous peoples. Bloomsbury Academic & Professional.

Svastalog, A., & Eriksson, S. (2010). You can use my name: You don’t have to steal my story –– A critique of anonymity in Indigenous studies. Developing World Bioethics, 10(2), 104-110. https://doi.org/10.1111/j.1471-8847.2010.00276.x

Thomas, J., Barraket, J., Wilson, C. K., Holcombe-James, I., Kennedy, J., Rennie, E., Ewing, S., MacDonald, T. (2020). Measuring Australia’s Digital Divide: The Australian Digital Inclusion Index 2020, RMIT and Swinburne University of Technology, Melbourne. https://doi.org/10.25916/5f6eb9949c832

Thomas, J., McCosker, A., Parkinson, S., Hegarty, K., Featherstone, D., Kennedy, J., Holcombe-James, I., Ormond-Parker, L., & Ganley, L. (2023). Measuring Australia’s Digital Divide: Australian Digital Inclusion Index 2023. Melbourne: ARC Centre of Excellence for Automated Decision-Making and Society, RMIT University, Swinburne University of Technology, and Telstra. Available at: https://www.digitalinclusionindex.org.au/what-is-digital-inclusion/ 

3.8.3 Resources: Children with disabilities

Australian Bureau of Statistics. (2018). Disability, Ageing and Carers, Australia: Summary of Findings. ABS. https://www.abs.gov.au/statistics/health/disability/disability-ageing-and-carers-australia-summary-findings/latest-release 

Alper, M. (2018). Inclusive sensory ethnography: Studying new media and neurodiversity in everyday life. New Media & Society, 20(10), pp.3560-3579.

Alper, M. & Irons, M. (2020). Digital socialising in children on the autism spectrum. In L. Green, D. Holloway, K. Stevenson, T. Leaver & L. Haddon (Eds.) The Routledge companion to digital media and children (pp.348-357). Routledge.

Bigby, C. (2020). Dedifferentiation and people with intellectual disabilities in the Australian National Disability Insurance Scheme: Bringing research, politics and policy together. Journal of Intellectual & Developmental Disability, 45(4), pp.309-319.

Bircanin, F., Brereton, M., Sitbon, L., Ploderer, B., Azaabanye Bayor, A. and Koplick, S. (2021, May). Including adults with severe intellectual disabilities in co-design through active support. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-12).

Carpenter, J., & McConkey, R. (2012). Disabled children’s voices: The nature and role of future empirical enquiry. Children & Society, 26(3), 251-261.  https://doi.org/10.1111/j.1099-0860.2012.00438.x 

Ibrahim, S.B., Vasalou, A. & Clarke, M. (2020, June). Can design documentaries disrupt design for disability? In IDC ’20: Proceedings of the Interaction Design and Children Conference (pp. 96–107). https://doi.org/10.1145/3392063.3394403

Jenkin, E., Wilson, E., Campain, R., & Clarke, M. (2020). The principles and ethics of including children with disability in child research. Children & Society, 34(1), 1-16.  https://doi.org/10.1111/chso.12356

Livingstone, S. & Blum-Ross, A. (2020). Parenting for a digital future: How hopes and fears about technology shape children’s lives. Oxford University Press.

Porayska-Pomsta, K., Frauenberger, C., Pain, H., Rajendran, G., Smith, T., Menzies, R., Foster, M.E., Alcorn, A., Wass, S., Bernadini, S. & Avramides, K. (2012). Developing technology for autism: An interdisciplinary approach. Personal and Ubiquitous Computing, 16, 117-127.

Thompson, S., Cannon, M., & Wickenden, M. (2020). Exploring critical Issues in the ethical involvement of children with disabilities in evidence generation and use. Innocenti Working Papers, no. 2020-04, UNICEF Office of Research – Innocenti, Florence.

United Nations Children’s Fund (2021). Seen, Counted, Included: Using data to shed light on the well-being of children with disabilities. UNICEF Report. Available at: https://data.unicef.org/resources/children-with-disabilities-report-2021/ 

Whittaker, M., Alper, M., Bennett, C.L., Hendren, S., Kaziunas, L., Mills, M., Morris, M.R., Rankin, J., Rogers, E., Salas, M. and West, S.M. (2019). Disability, bias, and AI – Report. AI Now Institute, p.8.

3.8.4 Resources: Children and families from culturally and linguistically diverse backgrounds 

Block, K., Warr, D., Gibbs, L., & Riggs, E. (2013). Addressing ethical and methodological challenges in research with refugee-background young people: Reflections from the field. Journal of Refugee Studies, 26(1), 69-87. https://doi.org/10.1093/jrs/fes002 

Castillo Goncalves, D. (2020). Distinctive ethical challenges in qualitative research with migrant children. Qualitative Research Journal, 20(3), 293-303. https://doi.org/10.1108/QRJ-10-2019-0076 

Due, C., Riggs, D.W., & Augoustinos, M. (2014). Research with children of migrant and refugee backgrounds: A review of child-centered research methods. Child Indicators Research, 7, 209–227. https://doi.org/10.1007/s12187-013-9214-6 

Gaywood, D., Bertram, T., & Pascal, C. (2020). Involving refugee children in research: Emerging ethical and positioning issues. European Early Childhood Education Research Journal, 28(1), 149-162. https://doi.org/10.1080/1350293X.2020.1707369 

Hugman, R., Pittaway, E., & Bartolomei, L. (2011). When “Do no harm” is not enough: The ethics of research with refugees and other vulnerable groups. The British Journal of Social Work, 41(7), 1271–1287. https://doi.org/10.1093/bjsw/bcr013 

Liamputtong, P. (Ed.). (2008). Doing cross-cultural research: Ethical and methodological perspectives. Springer Dordrecht.

Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5(3), 1-7. https://doi.org/10.17169/fqs-5.3.572

Trimble, J.E., & Fisher, C.B. (Eds.). (2006). The handbook of ethical research with ethnocultural populations and communities. Sage.

Woodland, L., Blignault, I., O’Callaghan, C. et al. (2021). A framework for preferred practices in conducting culturally competent health research in a multicultural society. Health Research Policy and Systems, 19(24), 1-11. https://doi.org/10.1186/s12961-020-00657-y 

3.8.5 Resources: Parents/caregivers

Roth-Cline, M, & Nelson, R. (2013). Parental permission and child assent in research on children, Yale Journal of Biology and Medicine, 86, 291-301. PMCID: PMC3767214

See also 2.6.1 Home settings

3.8.6 Resources: Social and healthcare workers

Aita, M., & Richer, M. C. (2005). Essentials of research ethics for healthcare professionals. Nursing & health sciences, 7(2), 119-125. https://doi.org/10.1111/j.1442-2018.2005.00216.x 

Foster, M., Quaye, A. A., Whitehead, L., & Hallström, I. K. (2022). Children’s voices on their participation and best interests during a hospital stay in Australia. Journal of Pediatric Nursing, 63, 64-71. https://doi.org/10.1016/j.pedn.2022.01.003 

Foster M., Whitehead L., & Maybee P. (2010). Parents’ and health professionals’ perceptions of family centred care for children in hospital, in developed and developing countries: a review of the literature. International Journal of Nursing Studies, 47(9), 1184-93. https://doi.org/10.1016/j.ijnurstu.2010.05.005 

Roth-Cline, M., & Nelson, R. M. (2013). Parental permission and child assent in research on children. The Yale journal of biology and medicine, 86(3), 291.

Spriggs, M (2010). Understanding consent in research involving children: The ethical issues. A handbook for Human Research Ethics Committees and researchers. The Royal Children’s Hospital Melbourne. Available at: https://www.vu.edu.au/sites/default/files/research/pdfs/ethics-children-handbook.pdf 

The Royal Australasian College of Physicians (2008) Paediatric policy on ethics of research in children. Available at: https://www.racp.edu.au/docs/default-source/advocacy-library/ethics-of-research-in-children.pdf 

See also 2.6.5 Health settings

3.8.7 Resources: Educators

Cochran-Smith, M., & Lytle, S. (2009).  Inquiry as stance. Teachers’ College Press.

Design-based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8. https://doi.org/10.3102/0013189X032001005

lisahunter, Emerald, E., & Martin, G. (2013). Participatory activist research in the globalised world. Springer.

McIntyre, A. (2014). Participatory action research. Sage.

Woods, A., Dooley, K., Luke, A., & Exley, B. (2014). School leadership, literacy and social justice: The place of local school curriculum planning and reform. In I. Bogotch & C. Shields (Eds.), International handbook of educational leadership and social (in)justice (pp. 509-520). Springer Publishing.

See also 2.6.2 Education settings

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