Page 195 - Meeting with Children Book
P. 195
P a ge | 193
testimony. Washington, DC: American
Psychological Association.
Clark, A. (2010). Young children as protagonists and
the role of participatory, visual methods in
engaging multiple perspectives. American
Journal of Community Psychology, 46(1-2),
115-123.
Clark, A., & Moss P. (2001). Listening to young
children: The mosaic approach. London,
England: National Children’s Bureau.
Cook-Sather, A. (2007). Resisting the impositional
potential of student voice work: Lessons for
liberatory educational research from
poststructuralist feminist critiques of critical
pedagogy. Discourse: Studies in the Cultural
Politics of Education, 28, 389-403.
Cooper, G., Hoffman, K., Marvin, R. and Powell, B.
(1998). Circle of Security: Parent attending to
thechild’s needs. Available from
http://www.circleofsecurity.net/cos_dloadfo
rms.html (Original Circle).
Crittenden, P. M. & Claussen, A. H. (2000) (Eds.). The
organization of attachment relationships:
Maturation, culture and context. Cambridge
UK: Cambridge University Press.
Darbyshire, P., MacDougall, C., & Shiller, W. (2005).
Multiple methods in qualitative research
with children: More insight or just more?
Qualitative Research, 5, 417-436.
Davies, D. (2004). Child development: A practitioner’s
guide. New York: The Guilford Press.
Dockett, S., Einarsodottir, J., & Perry B. (2009).
Researching with children: Ethical tensions.