ABSTRACT
The ‘Mosaic approach’ is an influential participatory methodology, which is used both for early-childhood research and for evaluation and development of professional practice. In the approach, children are viewed as active communicators who can and should be research participants in collaboration with adults. The chapter considers three stages to Mosaic: gathering evidence; dialogue, reflection and interpretation; and deciding on continuity and change. Through critical reflection on a real Mosaic project, the chapter examines how children can express their views in verbal and visual ways, including ‘conferences’, tours of their day-care setting and photography, and how within a ‘framework for listening’ researchers and practitioners can make use of these perspectives. It critically examines difficulties of the approach, including time commitment and professional attitudes, as well as ethical issues related to ownership of digital, photographic images. The author argues that in blurring the lines between research and practice, the Mosaic approach represents an exciting opportunity to understand and develop early-years provision in robust ways within existing statutory frameworks.
