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Children's voices--Differentiating a child perspective from a child's perspective
Stefan Nilsson1, Berit Björkman, Anna-Lena Almqvist
1CHILD, School of Health Sciences, Borås University , Borås , Sweden .
Developmental Neurorehabilitation
|August 9, 2013
Summary
Understanding children's perspectives in research is crucial. This paper differentiates between "having a child perspective" and "taking the child's perspective," guiding researchers on incorporating children's views effectively.
Area of Science:
- Child Psychology
- Research Methodology
- Sociology
Background:
- Distinguishing between 'having a child perspective' and 'taking the child's perspective' is vital in research involving minors.
- Existing literature discusses the nuances of incorporating children's viewpoints.
Purpose of the Study:
- To delineate the differences between 'having a child perspective' and 'taking the child's perspective' in research.
- To inform researchers on selecting the appropriate perspective based on the research problem.
Main Methods:
- Conceptual paper.
- Narrative review of existing literature.
Main Results:
- The child's perspective is essential in research, particularly for children requiring additional support.
- These perspectives can be viewed as a continuum from an adult's view to the child's own view.
- The choice between perspectives depends on the research question, children's capacity, environmental factors, and interpretation needs.
Conclusions:
- Children's opinions are valuable and can be integrated into most research to varying degrees.
- The findings suggest a flexible approach to incorporating child perspectives based on study specifics.
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