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Artykuły w czasopismach na temat „Children's voices in research”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 8 lutego 2022

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1

MacNaughton, Glenda. "Eclipsing Voice in Research with Young Children." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 36–43. http://dx.doi.org/10.1177/183693910302800108.

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This article examines two vignettes taken from a research project designed to give voice to children's understandings of equity and social diversity in order to raise questions about how this project potentially reinforced inequities in children's lives. A rhizoanalysis of the vignettes is used to raise questions about how young children perform diverse discourses of ‘race’. This paper specifically focuses on the extent to which some of the voices produced in the research colluded in the production of racist and sexist practices. It uses this focus to raise questions generated through the rhiz

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Curtin, C. "Eliciting Children's Voices in Qualitative Research." American Journal of Occupational Therapy 55, no. 3 (May 1, 2001): 295–302. http://dx.doi.org/10.5014/ajot.55.3.295.

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Chitakunye, Pepukayi. "Recovering children's voices in consumer research." Qualitative Market Research: An International Journal 15, no. 2 (March 30, 2012): 206–24. http://dx.doi.org/10.1108/13522751211215903.

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Jesuvadian, Mercy Karuniah, and Susan Wright. "Doll tales: foregrounding children's voices in research." Early Child Development and Care 181, no. 3 (April 2011): 277–85. http://dx.doi.org/10.1080/03004430903293172.

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Dockett, Sue, and Bob Perry. "Children's Views and Children's Voices in Starting School." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 12–17. http://dx.doi.org/10.1177/183693910302800104.

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The Starting School Research Project promotes the involvement of children in the research agenda. This paper explores some of the philosophical and methodological issues involved in this stance. The main focus of this paper is the voices of children reporting issues of significance to them as they start compulsory schooling, through drawings, descriptions, photographs and demonstrations.

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STERN, JULIAN. "Children's Voice or Children's Voices? How Educational Research Can be at the Heart of Schooling." FORUM 57, no. 1 (2015): 75. http://dx.doi.org/10.15730/forum.2015.57.1.75.

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Chawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, Olga Maniakowska, Mateusz Marecki, Milena Palczyńska, Eryk Pszczołowski, and Dorota Sikora. "Children's Voices in the Polish Canon Wars: Participatory Research in Action." International Research in Children's Literature 11, no. 2 (December 2018): 111–31. http://dx.doi.org/10.3366/ircl.2018.0269.

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Despite its rightful concern with childhood as an essentialist cultural construct, the field of children's literature studies has tended to accept the endemicity of asymmetrical power relations between children and adults. It is only recently, under the influence of children's rights discourses, that children's literature scholars have developed concepts reflecting their recognition of more egalitarian relationships between children and adults. This essay is a result of the collaboration between child and adult researchers and represents a scholarly practice based on an intergenerational democ

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Swadener, Beth Blue, and Valerie Polakow. "Children's Rights and Voices in Research: Cross-National Perspectives." Early Education & Development 21, no. 2 (March 26, 2010): 285–86. http://dx.doi.org/10.1080/10409281003732684.

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Avci, Neslihan. "How is a research that children want? Hearing the children’s voices during the research process!" New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 60–69. http://dx.doi.org/10.18844/prosoc.v4i6.2914.

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It is important to get the views of children during participation in the research process. The Committee on the Rights of the Child mentions the aspects to be conveyed to children who participate in research processes. A ‘symmetrical approach’ must be adopted for getting children’s own consent, and informing them about the research and participatory methods. This study aims to utilise children‘s voices for research processes, and their participation and the participatory methods they prefer are the main goals. Children’s views on their research processes, their needs and their interests are in

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10

Cousins, Wendy, and Sharon Milner. "Small Voices: Children's Rights and Representation in Social Work Research." Social Work Education 26, no. 5 (July 2, 2007): 447–57. http://dx.doi.org/10.1080/02615470601118589.

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Sorin, Reesa. "Research with Children: A Rich Glimpse into the World of Childhood." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 31–35. http://dx.doi.org/10.1177/183693910302800107.

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I feel angry when my brother is hurting me and he, and I'm tired and I'm having a sleep and Jason just says ‘Matthew, Matthew, look at this’. My face gets angry. [Makes face and clenches fist]. That's when they get even pinker. That's what happens to my arms when I get angry (Matthew, age 5—name has been changed). Research in early childhood education generally involves children in some capacity, whether it be how they respond to various pedagogical initiatives, how their parents or teachers interact with them or what understandings they bring to a situation. Unfortunately, in the past, much o

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Lambert, Veronica, Michele Glacken, and Mary McCarron. "Using a range of methods to access children's voices." Journal of Research in Nursing 18, no. 7 (March 13, 2013): 601–16. http://dx.doi.org/10.1177/1744987112475249.

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Spencer, Grace, Hannah Fairbrother, and Jill Thompson. "Privileges of Power: Authenticity, Representation and the “Problem” of Children’s Voices in Qualitative Health Research." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095859. http://dx.doi.org/10.1177/1609406920958597.

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The widespread privileging of children’s voices in recent times has triggered expansion of differing forms of qualitative enquiry that aim to “give children a voice.” Engaging children in research and eliciting their voices on matters that affect them is often showcased as being a more “authentic” way to capture children’s lived realities and afford their agency. Yet, the uptake of voice in qualitative enquiry, and how it may contribute to the privileging of particular ways of knowing (some) children’s lives, is rarely interrogated. Drawing on examples from our own research, in this paper we c

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Balasundaram, Sasikumar. "Children Matter: Including Camp Children's Perspectives in Refugee Research." Practicing Anthropology 36, no. 3 (July 1, 2014): 38–42. http://dx.doi.org/10.17730/praa.36.3.w049k7q42m853372.

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Children are the center of households and an integral part of communities in many cultures. For a long time, refugee populations, including their children, have been treated as a homogenized social group on the basis of displacement and vulnerabilities. This has silenced the voices of displaced children in refugee literature. Nevertheless, as children constitute around half of the world's displaced persons, it is vital to listen to their views on the present and future.

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15

Noppari, Elina, Niina Uusitalo, and Reijo Kupiainen. "Talk to me! Possibilities of constructing children’s voices in the domestic research context." Childhood 24, no. 1 (July 24, 2016): 68–83. http://dx.doi.org/10.1177/0907568216631026.

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This self-reflective article explores the possibilities of producing children’s ‘voice’ in the domestic research context. We look at producing voices as the process of giving an account of children’s meaning making and life. We examine the methodological challenges of producing voices in the home environment from three perspectives: power, trust and ethics. The findings presented in the article are based on an ongoing longitudinal study of Finnish children’s media environments, which began in 2007 and will continue through 2016.

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Swadener, Beth Blue, and Valerie Polakow. "Special Issue: Children's Rights and Voices in Research: Cross-National Perspectives." Early Education and Development 20, no. 6 (December 8, 2009): 1038–39. http://dx.doi.org/10.1080/10409280903418709.

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McClarey, Mary. "Review: Using a range of methods to access children's voices." Journal of Research in Nursing 18, no. 7 (March 13, 2013): 617–18. http://dx.doi.org/10.1177/1744987113475557.

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Caldairou-Bessette, Prudence, Lucie Nadeau, and Claudia Mitchell. "Overcoming “You Can Ask My Mom”: Clinical Arts-Based Perspectives to Include Children Under 12 in Mental Health Research." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095895. http://dx.doi.org/10.1177/1609406920958959.

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As research with children (rather than research on children) gains popularity and researchers adapt methods to include children’s voices, continual reflection on the research methods themselves is needed. In this article, we explore the relevance of playing and drawing in qualitative research interviews to include and represent the voice of children under 12 years of age, particularly in the field of mental health research. We reflect on the conception of children’s voice in research and argue for an understanding of voice that goes beyond verbal language. We suggest a combination of perspecti

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19

Khoja, Nazeeha. "Situating Children's Voices: Considering the Context When Conducting Research with Young Children." Children & Society 30, no. 4 (November 7, 2015): 314–23. http://dx.doi.org/10.1111/chso.12143.

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Jeanes, Ruth. "Seen but not heard? Examining children's voices in leisure and family research." Leisure/Loisir 34, no. 3 (November 5, 2010): 243–59. http://dx.doi.org/10.1080/14927713.2010.520490.

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Carnevale, Franco A. "A “Thick” Conception of Children’s Voices: A Hermeneutical Framework for Childhood Research." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692093376. http://dx.doi.org/10.1177/1609406920933767.

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“Listening to children’s voices” can help foster respectful regard for their experiences and concerns and promote the recognition of children as active agents; that is, persons who have interests and capacities to participate in discussions and decisions that affect them and other people. However, “listening to children’s voices” can have many different forms, and the ways that these voices should be linked to children’s agency can be unclear. I outline several common misconceptions that can impede “listening to children’s voices” as forms of epistemological oppression. I argue for a thick con

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Hohti, Riikka, and Liisa Karlsson. "Lollipop stories: Listening to children’s voices in the classroom and narrative ethnographical research." Childhood 21, no. 4 (August 14, 2013): 548–62. http://dx.doi.org/10.1177/0907568213496655.

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This article offers a methodological contribution to the concept of children’s voices and the ways of listening to them. Children’s voices are studied in a narrative ethnographical research project in a school classroom. The authors follow children’s voices from the level of classroom observation to an analysis on narrative data produced by the Storycrafting method and finally to a more reflexive analysis. By defining three interrelated analytical spaces, the study illustrates how voices are emergent, contingent on their social, discursive and physical environments and power relations, and con

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Xue, Lei, Zhi Zhang, Xiaoyang Zhang, and Yiwen Zhang. "Research and Implementation of Children’s Speech Signal Processing System." Open Biomedical Engineering Journal 9, no. 1 (August 31, 2015): 188–93. http://dx.doi.org/10.2174/1874120701509010188.

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As people's living standard and the degree of mass culture have been constantly improved, many families are caring more about the healthy growth of early childhood. In this paper, based on the research of domestic and foreign experts and scholars: the guardians (such as parents) take appropriate intervention on children at the early stage can effectively promote children's language and cognitive ability development, and the intervention has obvious effect on the autistic spectrum disorders of children. This paper presents a system for analyzing children's speech signal, calculating the guardia

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Tertoolen, Anja, Jeannette Geldens, Bert Van Oers, and Herman Popeijus. "Young Children about School: Whose Voices Do We Hear?" International Journal of Educational Psychology 6, no. 3 (October 23, 2017): 250. http://dx.doi.org/10.17583/ijep.2017.2665.

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School is one of the important educational practices, in which children are actively involved. When we want to contribute to the development of young children’s voices, we need deeper insight into the way children act as they do. Therefore, we have to distinguish how young children’s voices are composed, as we proclaim that all voices are essentially polyphonic. We found children’s expressions which were not corresponding with their own teachers’ and parents’ expressions. Many of the presented examples of non-corresponding expressions by the children, refer to situations in which resistance, o

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Fairchild, Rebecca, and Katrina Skewes McFerran. "Understanding Children's Resources in the Context of Family Violence through a Collaborative Songwriting Method." Children Australia 43, no. 4 (November 28, 2018): 255–66. http://dx.doi.org/10.1017/cha.2018.45.

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The majority of literature about children experiencing family violence focuses on reporting ‘problems’ and highlighting detrimental outcomes for children. In contrast, there is little acknowledgement of children's personal resources and capacities in times of crisis.This article describes a participatory arts-based research project involving 10 pre-adolescent children. The research aimed to explore children's individual resources and to highlight the value of giving voice to children through participatory processes. A collaborative songwriting method sought to co-construct knowledge with child

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Daelman, Silke, Elisabeth De Schauwer, and Geert Van Hove. "Becoming-with research participants: Possibilities in qualitative research with children." Childhood 27, no. 4 (June 3, 2020): 483–97. http://dx.doi.org/10.1177/0907568220927767.

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This article takes a post-qualitative stance upon the construction and taking up of certain positions in research by children and adults, and explores how emergent assemblages of (non-)human agents shape how children’s voices are expressed and genuinely listened to within intra-active research encounters. Plugging in post-qualitative concepts as ‘listening’, ‘response-ability’ and ‘becoming-with’, this article analyses key incidents (that emerged during a research process in Flanders) in order to reconfigure voices, discourses, methodologies and ethics in research with children.

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Tay-Lim, Joanna, and Sirene Lim. "Privileging Younger Children's Voices in Research: Use of Drawings and a Co-Construction Process." International Journal of Qualitative Methods 12, no. 1 (February 2013): 65–83. http://dx.doi.org/10.1177/160940691301200135.

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YOON, HAENY S., and TRAN NGUYEN TEMPLETON. "The Practice of Listening to Children: The Challenges of Hearing Children Out in an Adult-Regulated World." Harvard Educational Review 89, no. 1 (March 1, 2019): 55–84. http://dx.doi.org/10.17763/1943-5045-89.1.55.

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In this research article, Haeny Yoon and Tran Nguyen Templeton explore the challenges of listening to children in both classrooms and research that purports to center young children. Through two stories from their respective studies, Yoon and Templeton highlight the complexities of following children's leads given the competing agendas situating the work of teachers and researchers in neoliberal contexts. Time constraints, curricular mandates, and research expectations limit children's valuable contributions to their sociocultural communities. The authors' goal is to discuss the possibilities

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Catling, Simon. "Seeking Younger Children’s ‘Voices’ in Geographical Education Research." International Research in Geographical and Environmental Education 14, no. 4 (November 15, 2005): 297–304. http://dx.doi.org/10.1080/10382040508668362.

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Kelly, Leanne. "Ethics and Evaluative Consultations with Children in Small to Mid-Sized Australian Non-Government Organisations." Evaluation Journal of Australasia 17, no. 1 (March 2017): 4–11. http://dx.doi.org/10.1177/1035719x1701700102.

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The value of listening to children's voices is well acknowledged. The vast body of literature surrounding this topic discusses children's voices in pedagogy, theory, methodology, and through empirical research. While some of this literature has focused on ethical considerations surrounding evaluative consultations with children in applied practice settings, there is a shortage of literature specifically relevant to small and medium-sized nongovernment organisations (NGOs). These organisations typically conduct consultations on a smaller scale and with fewer resources than their larger counterp

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Swadener, Beth Blue, and Valerie Polakow. "Introduction to the Special Issue on Children's Rights and Voices in Research: Cross-National Perspectives." Early Education & Development 22, no. 5 (September 2011): 707–13. http://dx.doi.org/10.1080/10409289.2011.597028.

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Tertoolen, Anja, Jeannette Geldens, Bert Van Oers, and Herman Popeijus. "Listening to Young Children’s Voices: The Evaluation of a Coding System." International Journal of Educational Psychology 4, no. 2 (June 24, 2015): 113. http://dx.doi.org/10.17583/ijep.2015.1500.

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<p class="p1">Listening to young children’s voices is an issue with increasing relevance for many researchers in the field of early childhood research. At the same time, teachers and researchers are faced with challenges to provide children with possibilities to express their notions, and to find ways of comprehending children’s voices. In our research we aim to provide a method for listening to, and analyzing young children’s voices on educational issues. In this article we describe a new step in our research in which we are dealing with the issues of validity and reliability for the ev

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COX, GORDON, and STEPHANIE PITTS. "Editorial." British Journal of Music Education 24, no. 1 (February 9, 2007): 3–4. http://dx.doi.org/10.1017/s0265051707007322.

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The British Journal of Music Education has always aimed to offer a variety of perspectives on musical teaching and learning, and in this issue the diversity of researcher and participant voices is wider than ever before. Most notably, we hear from a 12-year-old researcher, Eleanor Denny, whose project on extracurricular musical participation was carried out at the Children's Research Centre at the Open University. As John Finney says in his response to Eleanor's work, equipping young people with research skills leaves them ‘empowered to ask ever more interesting, challenging and sometimes unco

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McTavish, Marianne, Jodi Streelasky, and Linda Coles. "Listening to Children’s Voices: Children as Participants in Research." International Journal of Early Childhood 44, no. 3 (November 2012): 249–67. http://dx.doi.org/10.1007/s13158-012-0068-8.

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Khoo-Lattimore, Catheryn. "Kids on board: methodological challenges, concerns and clarifications when including young children's voices in tourism research." Current Issues in Tourism 18, no. 9 (June 4, 2015): 845–58. http://dx.doi.org/10.1080/13683500.2015.1049129.

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Deans, Jan, Suzana Klarin, Rachel Liang, and Erica Frydenberg. "All Children Have the Best Start in Life to Create a Better Future for Themselves and for the Nation." Australasian Journal of Early Childhood 42, no. 4 (December 2017): 78–86. http://dx.doi.org/10.23965/ajec.42.4.09.

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THIS PAPER REPORTS ON a social emotional learning (SEL) program entitled COPE-R and the role of the teacher in supporting young children's developing social and emotional understandings, particularly around caring and empathy. Thirty-eight four- and five-year-old children and their teacher from an inner-Melbourne city long day preschool program participated in the research. The teacher was also a member of the research team hence the study falls within the realm of practitioner-research, which aims to shed further light on the role of the teacher in designing, implementing and evaluating chall

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Cross, Amy, Cherie Allan, and Kerry Kilner. "Digital Curation, AustLit, and Australian Children's Literature." International Research in Children's Literature 12, no. 1 (July 2019): 1–17. http://dx.doi.org/10.3366/ircl.2019.0287.

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This paper examines the effects of curatorial processes used to develop children's literature digital research projects in the bibliographic database AustLit. Through AustLit's emphasis on contextualising individual works within cultural, biographical, and critical spaces, Australia's literary history is comprehensively represented in a unique digital humanities space. Within AustLit is BlackWords, a project dedicated to recording Australia's Aboriginal and Torres Strait Islander storytelling, publishing, and literary cultural history, including children's and young adult texts. Children's lit

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Malmsten, Jenny. "Unaccompanied children living in transitional houses – voices from Sweden." International Journal of Migration, Health and Social Care 10, no. 1 (March 12, 2014): 18–35. http://dx.doi.org/10.1108/ijmhsc-10-2013-0037.

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Purpose – The purpose of this paper is to show how unaccompanied minors perceive the time they spend in transitional houses in Malmö in southern Sweden. An important outlook when presenting the empiric data is to provide the perspective of the child, not just to have a child perspective (i.e. an adult perspective on children's experiences). Design/methodology/approach – The paper is the result of interviews with 11 unaccompanied boys living in transitional houses, i.e., group homes. The theoretical section has two purposes, to describe the Swedish context and the ambivalent discourse regarding

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Leighton, Jacqueline P. "On Barriers to Accessing Children’s Voices in School Based Research." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, no. 1 (November 6, 2020): 164–93. http://dx.doi.org/10.22215/cjcr.v7i1.2560.

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In the research conducted since the inception of the CRC, relatively little theoretically-driven psychological work has been devoted to exploring the issue of children’s rights in classrooms and schools (Urinboyev, Wickenberg, & Leo, 2016). The purpose of this paper is to take a step back and hypothesize based on personal experience, as a research psychologist, the reasons for the relative absence of theoretically-driven empirical research. The motivation for this work stems from the following premises: Psychologists are naturally interested in studying children in a variety of domains. Th

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Johansson, Juha, and Markku S. Hannula. "Third Graders' Perceptions on Moral Behaviour on Bullying If They Had the Infinite Powers of Superhero Defenders." Education Research International 2012 (2012): 1–15. http://dx.doi.org/10.1155/2012/258181.

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Bullying is a serious moral concern affecting the victim's welfare and achievement in school. Lately, research on bullying phenomenon has led to successful procedures in which passive bystanders are asked to become defenders of the victims of bullying. This case study explores children's perceptions on moral behaviour on bullying and, moreover, what type of moral voice they would express if they had the infinite powers and means of superhero defenders. Children created masks, posters, and flags for ideal superheroes and described their personalities. In addition, they drew comic strips about t

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Staphorst, Mira S., Joke A. M. Hunfeld, Reinier Timman, Jan Passchier, and Johannes B. van Goudoever. "Hearing the voices of children: self-reported information on children's experiences during research procedures: a study protocol." BMJ Open 5, no. 10 (October 2015): e009053. http://dx.doi.org/10.1136/bmjopen-2015-009053.

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Alexander, Kristine. "Can the Girl Guide Speak?: The Perils and Pleasures of Looking for Children's Voices in Archival Research." Jeunesse: Young People, Texts, Cultures 4, no. 1 (2012): 132–45. http://dx.doi.org/10.1353/jeu.2012.0007.

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Collins, Kathryn S. "Hearing the Silence: Children’s Voices on Violence." Advances in Social Work 4, no. 1 (January 10, 2018): 20–33. http://dx.doi.org/10.18060/40.

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Each year more than five million children in the United States are exposed to traumatizing events in their communities. This paper presents a discussion of multiple areas in violence and victimization research that needs to be continued as well as provides suggestions on how to un-silence child survivors through bridging the gaps between research and practice. It reviews the overarching problem of violence in the U.S. at the domestic and global levels and the effects of victimization. Suggestions on how to study possible mediators and moderators of victimization and individual and family adjus

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Gonzalez, Paola A., Rebecca K. Zarger, C. Ann Vitous, and Christine Prouty. "Understanding Children's Perspectives On Water Resources in Interdisciplinary Research." Practicing Anthropology 41, no. 1 (January 1, 2019): 32–37. http://dx.doi.org/10.17730/0888-4552.41.1.32.

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Abstract Children's perspectives and knowledge of their local environment are not often incorporated into interdisciplinary applied research projects focused on understanding human relations with water resources. This paper discusses the process of integrating children's perspectives into interdisciplinary research on water resources through the use of a method called “picture voice,” where children create drawings to share their experiences. The paper focuses on research conducted in southern Belize and how this approach can be useful for developing educational activities for school settings

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Goddard, Chris, and Neerosh Mudaly. "The Ethics of Involving Children Who Have Been Abused in Child Abuse Research." International Journal of Children's Rights 17, no. 2 (2009): 261–81. http://dx.doi.org/10.1163/157181808x389920.

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AbstractIs it ethical for children to experience pain or sadness when talking about their experiences of abuse for purposes of research? Can they be re-traumatised by this experience? How can confidentiality be guaranteed if there are concerns about current abuse? These are some of the ethical questions that arise when children who have been abused are involved in research. Yet it is also recognised that children have a right to be involved in research. The critical dilemma is how to balance the welfare rights of children to be protected from any possible exploitation, trauma and harm with the

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Greavu, Elena-Laura, and Roxana Pepelea. "Polyphony in the Choral Creation for Equal Voices Signed by Dan Voiculescu." Studia Universitatis Babeş-Bolyai Musica 66, no. 1 (June 30, 2021): 143–58. http://dx.doi.org/10.24193/subbmusica.2021.1.10.

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"This paper represents a more detailed research of one of the defining stylistic aspects for equal voices choral creation composed by Dan Voiculescu. The composer managed to enrich the children's repertoire with important works, starting from the premise that it must be close to the contemporary musical language. Polyphony, in its various forms, gives this type of repertoire stylistic unity and offers many possibilities for modernizing the choral language. Dan Voiculescu uses poliphony to exploit and materialize it in a multitude of compositional devices. The most used polyphonic process in Vo

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Randall, Duncan. "Revisiting Mandell’s ‘least adult’ role and engaging with children’s voices in research." Nurse Researcher 19, no. 3 (April 20, 2012): 39–43. http://dx.doi.org/10.7748/nr2012.04.19.3.39.c9058.

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Tangen, Reidun. "Listening to children’s voices in educational research: some theoretical and methodological problems." European Journal of Special Needs Education 23, no. 2 (May 2008): 157–66. http://dx.doi.org/10.1080/08856250801945956.

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Teachman, Gail, and Brenda Gladstone. "Guest Editors’ Introduction: Special Issue: Constructions of “Children’s Voices” in Qualitative Research." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692098065. http://dx.doi.org/10.1177/1609406920980654.

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Ghirotto, Luca, Elena Busani, Michela Salvati, Valeria Di Marco, Valeria Caldarelli, and Giovanna Artioli. "Researching children's perspectives in pediatric palliative care: A systematic review and meta-summary of qualitative research." Palliative and Supportive Care 17, no. 1 (May 29, 2018): 107–18. http://dx.doi.org/10.1017/s1478951518000172.

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AbstractObjectiveQualitative research is pivotal in gaining understanding of individuals’ experiences in pediatric palliative care. In the past few decades, the number of qualitative studies on pediatric palliative care has increased slightly, as has interest in qualitative research in this area. Nonetheless, a limited number of such studies have included the first-person perspective of children. The aim of this article is to understand the contribution of previous qualitative research on pediatric palliative care that included the voices of children.MethodA systematic review of qualitative st

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