Meddling with Mosaic: reflections and adaptations

Abstract

ABSTRACT The Mosaic approach has been used as a form of participatory research for over two decades. It has been popular with researchers in the early childhood education and disability sectors because it encourages the participants to utilise a large range of communication tools, rather than relying on verbal and written data. Promoters of the Mosaic approach generally place great importance on capturing children’s voices in response to the United Nations Convention on the Rights of the Child (UNICEF 2015), and the need to address the inequities of the child participant/researcher and the adult researcher. Furthermore, the findings should be passed on to those adults who make decisions that affect the children, thereby increasing children’s agency. While these are imperative components of the Mosaic approach, the authors argue that there are times when adults’ voices, such as parents, carers, practitioners and educators, can add to the richness and meaning of Mosaic data that the children have originally captured but are not understood by other adults, potentially adding weight to children’s voices when advocating to those who make decisions that affect children’s lives. Reflecting on the original framework for listening to children’s voices by Clark and Moss [2011. Listening to Children: The Mosaic Approach. London: National Children's Bureau], we adapted the model to suit a particular research context and project. Reflecting on and expanding the framework may be of interest to researchers and practitioners who work with the Mosaic Approach and who gather and promote marginalised voices.