Kate Wall Research Articles

Look Who’s Talking: Using creative, playful arts-based methods in research with young children

Young children are often ignored or marginalised in the drive to address children’s participation and their wider set of rights. This is the case generally in social research, as well as within the field of Arts-Based Education Research. This article contributes to the growing literature on young children’s involvement in arts-based research, by providing a reflective account of our learning and playful engagement with children using creative methods. This small pilot project forms part of a larger international project titled Look Who’s Talking: Eliciting the Voices of Children from Birth to Seven, led by Professor Kate Wall at the University of Strathclyde. Visiting one nursery in Scotland, we worked with approximately 30 children from 3 to 5 years old. Seeking to connect with their play-based nursery experiences, we invited children to participate in a range of arts-based activities including drawing, craft-making, sculpting, a themed ‘play basket’ with various props, puppetry and videography. In this article, we develop reflective, analytical stories of our successes and dilemmas in the project. We were keen to establish ways of working with children that centred their own creativity and play, shaped by the materials we provided but not directed by us. However, we struggled to balance our own agenda with the more open-ended methods we had used. We argue that an intergenerational approach to eliciting voice with young children – in which adults are not afraid to shape the agenda, but do so in responsive, gradual and sensitive ways – creates the potential for a more inclusive experience for children that also meets researcher needs.

Special challenges ahead

Early years practitioners with responsibility for children with special educational needs and disabilities have faced endless changes to policy over the years, and there is more to come, as Kate Wall explains.

Book Review: Kate Wall, Special Needs and Early Years

Book Review: Kate Wall, <i>Special Needs and Early Years</i>

Dads are parents too

How often do you mention involving parents in your setting, or in connection with young children's learning, when we really only address mothers? Kate Wall explains why engaging fathers is so vital.

Education and Care for Adolescents and Adults with Autism – By Kate Wall

The article reviews the book Education and Care for Adolescents and Adults With Autism, by Kate Wall.

We can beat poverty

The numbers of children living in poverty are reducing but there is still much to be done to ensure that the needs of each individual child and their families are met and included, as Kate Wall explains.

Poverty haunting Blair

In 1999, Tony Blair announced his vision to end child poverty in the UK within 20 years. Kate Wall takes a look at what has been done and what still needs to be done to make this dream a reality.

Singing from the same song sheet benefits children

Kate Wall ends her series on working with parents and carers by pulling together the relevant strands and key issues.

For a truly balanced workforce we need to attract more men

In the fourth part of her series, Kate Wall begins to unravel the issues relating to fathers and men in the early years workforce.

Remember, we are all rowing in the same direction

In the third part of her series, Kate Wall looks at the issues that need to be addressed to develop partnerships with parents.

Parents must be made to feel equal with practitioners

In the second part of her series, Kate Wall examines why it is necessary for staff to consider the different needs of parents.

Togetherness is the name of the childcare game

How can we ensure that working between all agencies will be a positive experience for those involved? Kate Wall looks at the issues.

Book review: Autism and Early Years Practice. A Guide for Early Years Professionals, Teachers and Parents by Kate Wall

Book review: Autism and Early Years Practice. A Guide for Early Years Professionals, Teachers and Parents by Kate Wall

Parents have skills that settings need to make use of

In the first of a series of five articles, Kate Wall explores key issues that practitioners should consider when working with parents and carers.

Key factors that affect every child's development

Our planning could be ineffective if we don't acknowledge all factors that impact on a young child. Kate Wall explains why.

Ensure the setting has a positive effect on the child

Kate Wall continues to develop our thinking on holistic provision by exploring the effects of the early years setting on the young child.

The impact of the practitioner on young children

Kate Wall continues to develop our thinking on holistic provision through exploring the effects of practitioners on the young child.

Impact of poverty places pressure on all practitioners

One third of UK children are living in poverty. Kate Wall identifies the effects of poverty and suggests ways in which practitioners can help.

The golden rule is that the family must come first

Considerable time is spent in planning for children with special needs but do we consider the needs of their families? By Kate Wall.

The importance of positive reinforcement

The quality of verbal feedback to young children is crucial. Kate Wall explores why and offers strategies for practitioners to consider.