‘WE ARE RESEARCHERS’ - Child-led research: children’s voice and educational value

Oct 20, 2026

Uploaded by Fahsai

Pilot study findings from an English community primary school with Year 6 pupils examine six child-led research projects delivered over five weeks. Qualitative and quantitative evidence evaluates pupils’ learning views and assesses effects of a self-guided approach on engagement and learning. Results indicate child-led research is feasible for expressing children’s views, while additional time and structured feedback (e.g., a school council) are needed. Pupils showed high motivation and positive engagement; engagement scores rose significantly beyond baseline reading.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Summary

Introduction

Background

Measuring learner approach

Aims

‘WE ARE RESEARCHERS’ Child-led research: children’s voice and educational value 1 SUMMARY This paper presents the findings from a pilot study conducted in an English community primary school with 10 and 11 year-old pupils (Year 6), where six child-led research projects were facilitated during a five-week teaching programme. Qualitative and quantitative evidence was collected to establish pupils’ views of their learning experience and to evaluate the effects of this self-guided approach on pupil learning. Results showed that child-led research is a feasible approach for establishing children’s views on their learning experience but more time and a feedback mechanism, such as a school council, are needed to make child voice effective. The qualitative and quantitative evidence showed that the pupils were interested, highly motivated and positively engaged with the project. Self-report scores for engagement were significantly higher than baseline reading. Value, team work, ownership and choice and teaching were factors which encouraged engagement. All parties felt that the project had educational value. The results from the current pilot are very encouraging, they suggest that ‘children as researcher’ projects not only provide a vehicle for child voice, but they can also provide educational benefits for the children undertaking such research. 2 INTRODUCTION 2.1 Background The ‘children as researchers’ movement was initiated by the 1989 United Nations Convention on the Rights of the Child (UNCRC), which is a statement of the civil, political, economic, social and cultural rights of children. Article 12 (respect for the views of the child) of the UNCRC states that “Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously”. Article 13 (freedom of expression) goes further, stating that “Every child must be free to say what they think and to seek and receive information of any kind as long as it is within the law.”(UNICEF, 2009, p. 2) . Articles 12 and 13 place the child as an active participant in the decisions that affect their lives (Jennifer & Cowie, 2009) . Early pioneers of the‘children as researchers’ paradigm saw the need to give children a ‘voice’ by changing the focus of their research from children as subjects of research to children leading research projects. In 2003 the Children’s Research Centre was established by Mary Kellet of The Open University. It has since played a leading role in promoting child-led research in the UK, supporting children to carry out research projects of importance to them. Over the past decade the ‘children as researchers’ movement has continued to gather strength and the ‘Young People: Doing and Using Research to Change Schools and Communities’ conference in 2011, hosted by the Institute of Education, University of London, illustrates the movement’s popularity, both nationally and worldwide. In addition to providing a vehicle for children’s voice, child-led research may also provide educational benefits for children undertaking such research. Several authors have argued that a project-based approach to learning can increase interest and motivation for pupils and maximise self-efficacy, self esteem and engagement (Blumenfeld et al. , 1991; Kucharski, Rust,& Ring, 2005; Liu, Wang, Tan, Ee, & Koh, 2009; Yamzon, 1999) . Centre for Education Research and Policy 2.2 Measuring learner approach In 2008 ‘Project Qualifications’ aimed at 14 to 19 year-olds were introduced in England, Wales and Northern Ireland. The intention was that they should motivate learners to combine their prior knowledge and experience with new learning to solve concrete problems. In many ways the project qualifications are akin to a child-led research project, where learners are encouraged to pick a topic of interest to them and use research skills to investigate their chosen topic. Daly and Pinot de Moira (2010) applied a learning approach model

FAQs

What is the purpose of the pilot study described in the paper?

The study evaluates pupils’ views of their learning experience and the effects of a self-guided, child-led research approach delivered during a five-week teaching programme.

What evidence supports the impact of child-led research on pupils?

Qualitative and quantitative evidence shows pupils were interested, highly motivated, and positively engaged; engagement self-report scores were significantly higher than baseline reading.

What do the results suggest is needed to make child voice more effective?

The paper concludes that more time and a feedback mechanism, such as a school council, are needed to make children’s voices effective.

Oct 20, 2026

Uploaded by Fahsai