Literature 

These are the published papers drawn on for the project:

Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide (1st edition). SAGE Publications Ltd.

British Educational Research Association (BERA). (2018). Ethical guidleines for educational research (4th ed.). https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018

Bronfenbrenner, U. (1971). Two worlds of childhood: US and USSR. Allen and Unwin.

Brunson, D., & Vogt, J. (1996) ‘Empowering our students and ourselves: A liberal democratic approach to the communication classroom’ Communication Education.  45(1), 73-83

Burke, C. (2008) ‘Play in Focus: Children’s Visual Voice in Participative Research’ in Thomson, P. (Ed) Doing Visual Research with Children and Young People (pp23-36)  Routledge.

Canning, N. (2020). Children’s Empowerment in Play. Routledge/TACTYC book series.

 

Canning, N., Payler, J., Horsley, K., & Gomez, C. (2017) An innovative methodology for capturing young children’s curiosity, imagination and voices using a free app: Our Story, International Journal of Early Years Education, 25(3), 292-307 https://doi.org/10.1080/09669760.2017.1353953

Chase, S. (2017). 'Narrative Inquiry: Towards Theoretical and Methodological Maturity'.  In Denzin, N. K., & Lincoln, Y. S. (5th Edition) The Sage Handbook of Qualitative Research, (pp 546–560) Sage publications

Clark, A. (2017). Listening to young children: A guide to understanding and using the Mosaic approach (3rd rev. ed.). Jessica Kingsley Publishers.

Clark, A. (2021, February 24). Accelerated childhoods and the case for slow pedagogies. Social Pedagogy Professional Association, webinar. https://sppa-uk.org/news/watch-the-recording-of-the-webinar-accelerated-childhoods-and-the-case-for-slow-pedagogies/

Clark, A., Carr, M., & Moss, P. (2011). Listening to young children: The Mosaic approach. Jessica Kingsley Publishers.

Corsaro, W. A. (2018). The sociology of childhood (5th ed.). SAGE. https://www.amazon.co.uk/Sociology-Childhood-New-Century/dp/1506390730/ref=sr_1_1?keywords=the+sociology+of+childhood&qid=1578086292&s=books&sr=1-1

Cuffaro, H. K. (1995). Experimenting with the world: John Dewey and the early childhood classroom. Teachers College Press.

de Sousa, J. (2019). Pedagogical documentation: The search for children’s voice and agency. European Early Childhood Education Research Journal, 27(3), 371–384. https://doi.org/10.1080/1350293X.2019.1600807

Elfström Pettersson, K. (2015). Children’s participation in preschool documentation practices. Childhood (Copenhagen, Denmark), 22(2), 231–247. https://doi.org/10.1177/0907568213513480

Facca, D., Gladstone, B., & Teachman, G. (2020). Working the limits of “giving voice” to children: A critical conceptual review. International Journal of Qualitative Methods, 19, 1–10. https://doi.org/10.1177/1609406920933391

Greene, S., & Hill, M. (2005) ‘Researching children’s experience: methods and methodological issues’, in Greene, S., and Hogan, D., (Eds.) Researching Children’s Experiences: Approaches and Methods. (pp 1-21) Sage Publications.

Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in Practice. (4th edition),  Routledge.

Haw, K. (2008) ‘Voice and video: Seen, heard and listened to?’ in Thomson, P. (Ed.) Doing visual research with children and young people. (pp 192-207) Routledge.

Herczog, M. (2012). Rights of the child and early childhood education and care in Europe. European Journal of Education, 47(4), 542–555. https://doi.org/10.1111/ejed.12008

Hill, M. (2005) ‘Ethical Considerations in Researching Children’s Experiences’ in Greene, S., & Hogan, D. (Eds.) Researching Children’s Experiences: Approaches and Methods. (pp 61-86) Sage Publications.

Hughes, B. (2001) Evolutionary Playwork and Reflective Analytical Practice. Routledge.

Hungarian Academy of Sciences, (HAS). (2010). Ethics code of the Hungarian academy of sciences. HAS.

Ingulfsvann, L. S., Moe, V. F., & Engelsrud, G. (2020). The messiness of children’s voices: An affect theory perspective. International Journal of Qualitative Methods, 19, 1–10. https://doi.org/10.1177/1609406920958601

Jelača, D., & Lugarić, D. (2018). The “radiant future” of spatial and temporal dis/orientations. In J. F. Bailyn, D. Jelača, & D. Lugarić (Eds.), The future of (pos)socialism: Eastern European perspectives (pp. 1–16). State University of New York Press.

Józsa, K., Török, B., & Stevenson, C. (2018). Preschool and kindergarten in Hungary and the United States: A comparison within transnational development policy. International Journal of Educational Development, 62, 88–95. https://doi.org/10.1016/j.ijedudev.2018.03.001

Keung, C., & Cheung, A. (2019). Towards holistic supporting of play-based learning implementation in Kindergartens: A mixed method study. Early Childhood Education Journal 47(6), 1-14 https://doi/org/10.1007/s10643-019-00956-2

Kirschenbaum, L. A. (2001). Small comrades: Revolutionizing childhood in Soviet Russia (1 edition). Routledge.

Lipari, L. (2014). Listening, thinking, being: Toward an ethics of attunement (Illustrated edition). Penn State University Press.

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. https://doi.org/10.1080/01411920701657033

Lundy, L. (2012). Children’s rights and educational policy in Europe: The implementation of the United Nations Convention on the Rights of the Child. Oxford Review of Education, 38(4), 393–411. https://doi.org/10.1080/03054985.2012.704874

Millei, Z. (2011). Governing through early childhood curriculum, ‘the child,’ and ‘community’: Ideologies of socialist Hungary and neoliberal Australia. European Education, 43(1), 33–55. https://doi.org/10.2753/EUE1056-4934430103

Millei, Z., & Imre, R. (Eds.). (2016). Childhood and nation: Interdisciplinary engagements. Palgrave Macmillan US. https://doi.org/10.1057/9781137477835

Millei, Z., Silova, I., & Gannon, S. (2019). Thinking through memories of childhood in (post)socialist spaces: Ordinary lives in extraordinary times. Children’s Geographies, 1–14. https://doi.org/10.1080/14733285.2019.1648759

Molnár, B., Pálfi, S., Szerepi, S., & Varga Nagy, A. (2015). Kisgyermekkori nevelés Magyarországon [Early childhood education in Hungary]. Educatio, 3, 121–128.

Murray, J., Swadener, B. B., & Smith, K. (Eds.). (2019). The Routledge International Handbook of Young Children’s Rights (1 edition). Routledge.

Nagy Varga, A., Molnár, B., Pálfi, S., & Szerepi, S. (2015). Hungarian perspectives on early years workforce development from the beginning till today. In V. Campbell-Barr & J. Georgeson (Eds.), International perspectives on workforce development in early childhood eduaction and care: History, philosophy and politics (pp. 109–121). Critical Publishing.

Palaiologou, I. (2013). ‘Do we hear what children want to say?’ Ethical praxis when choosing research tools with children under five. Early Child Development and Care, 184(5), 689–705. https://doi.org/10.1080/03004430.2013.809341

Pálfi, S., Rákó, E., Varga Nagy, A., & Teszenyi, E. (2019). Children’s rights in Hungary in early childhood education and care. In The Routledge International Handbook of Young Children’s Rights (pp. 354–365). Routledge.

Penn, H. (2014). Understanding early childhood: Issues and controversies (3 edition). Open University Press.

Penn, P. (2011). Quality in early childhood services - an international perspective: An international perspective. Open University Press.

Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal. 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1

Rinaldi, C. (2005) ‘Documentation and assessment: What Is the Relationship?’ in Clark, A., Kjørholt, A.T &  Moss, P. (eds.) Beyond Listening: Children’s Perspectives on Early Childhood Services. (pp 17-28) Policy Press.

Silova, I., Millei, Z., & Piattoeva, N. (2017). Interrupting the coloniality of knowledge production in comparative education: Postsocialist and postcolonial dialogues after the Cold War. Comparative Education Review, 61(S1), 74–102. https://doi.org/10.1086/690458

Spencer, G., Fairbrother, H., & Thompson, J. (2020). Privileges of power: Authenticity, representation and the “problem” of children’s voices in qualitative health research. International Journal of Qualitative Methods, 19, 1–8. https://doi.org/10.1177/1609406920958597

Sutton Smith, B. (1997) The Ambiguity of Play. Harvard University Press

Teszenyi, E., & Hevey, D. (2015). Age group, location or pedagogue: Factors affecting parental choice of kindergartens in Hungary. Early Child Development and Care, 185(11–12), 1961–1977. https://doi.org/10.1080/03004430.2015.1028391

United Nations. (1989). The convention on the rights of the child. UNICEF.

Villányi, G. (2009). Az óvodai nevelés országos alapprogramjának implementációja [The implementation of the National Core Programme for Kindergarten Education]. Pedagógiai Szemle, online.

Visnjić-Jevtić, A., Sadownik, A. R., & Engdahl, I. (2021). Young children in the world and their rights: Thirty years with the United Nations Convention on the Rights of the Child (Vol. 35). Springer International Publishing AG.

Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.

Yoon, H., S., & Templeton, T. N. (2019). The Practice of Listening to Children: The Challenges of Hearing Children Out in an Adult-Regulated World. Harvard Educational Review, 89(1), 55–84. https://doi.org/10.17763/1943-5045-89.1.55

Zamfir, I. (2019). Children’s rights and the UN SDGs: A priority for EU external action (Briefing PE 642.285; Memebers’ Research Series). European Parliamentary Research Service.