ABSTRACT
This chapter is concerned with the nature of knowledge in a general sense and focuses on how the Young Children As Researchers project produced trustworthy knowledge about ways that young children behave as researchers in their everyday activities. In recent decades, child development researchers have observed that children are able to engage epistemologically. Plato's definition of knowledge - justified true belief, is propositional knowledge. Ryle identifies procedural knowledge as a distinct category of knowledge. A priori knowledge is derived from pure reasoning, and does not rely on first-hand experience. The pluralistic view of knowledge is mirrored in research as research is also defined in different ways. YCAR set out to conceptualise ways that young children aged 4–8 years are researchers, could develop as researchers and may be recognised as researchers. The chapter explains the different types of knowledge that adults and children construct and use to help them to navigate the world.
