Power Relations Between Researchers and Young People

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I believe that the single most meaningful take-home message from the assigned reading is that children and adolescents can bring a lot to the table, so to speak, with regard to research. The terms adult and researcher are used interchangeably in my response. The researcher should not underestimate what children can contribute to a research study. As active participants, they can be involved with the research, not just seen as an avenue from which to gather information. Depending on the type of study, such as with this article, children can be a positive and helpful addition as participants in the study.
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One must also be reminded to “do no harm” – remember to maintain sensitivity because they are indeed children and youths, and provide an avenue of open communication to facilitate a positive relationship. This may be hindered due to the researcher wanting to exert control over the child. Many adults may simply view the child or youth to be simply that – someone having limited control over his or her life.

The article touches upon the idea of children having their own spaces to do their own thinking without having an adult exert his or her power over the child. For example, the article describes an online learning project for children. According to Waller (2006), this “gives the children an opportunity to interact regularly with natural surroundings and to develop their own independent learning paths and dispositions – the main purpose of the research is to elicit the children’s perspectives of their outdoor experiences and to investigate the children’s dispositions within the outdoor environment” (p.
76). I believe this allows for the child to generate his or her own ideas and thoughts without the intervention of the adult. Who better to give input on an idea that benefits children other than a child? The child participants discussed in the article are quite young and tend to say what is on their minds. In my opinion, children at such a young age are prone to being some of the most honest individuals and have no fear in expressing their thoughts and ideas, especially when it is related to what they know.
I further believe that when a researcher will let go of power and allow for the input from a child participant, it can only facilitate a positive flow for the research at hand. Again, it is not just about getting what you can from the participant, but allowing that participant to actively participate in the study. Not only does it allow for an abundance of additional ideas, but it also helps the child to feel as if he or she is really a part of what is being researched. It is stated in the article that a Mosaic approach is implemented for the study, and I believe it is best expressed in the following manner: “The approach is useful in that it provides a framework for the recognition of the multi-perspectives of children, practitioners, parents, students and researchers, while at the same time acknowledging that children are the experts in their own experiences” (Waller, 2006, p. 96).

Darla Day

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