This book broadens the scope of the first edition. It emphasises that children have the right not only to have their voices heard in matters that concern them, especially when they are the subjects of research, but also that listening is central to responsive and reciprocal relationships when the object is teaching and learning. --Margaret Carr Professor of Education, University of Waikato, New Zealand
This book is a highly recommended read. The Mosaic approach has been developed with three and four-year-olds in an early childhood institution, and has been successfully adapted to work with children under two, children for whom English is an additional language, practitioners and parents. The approach attempts to find practical ways to contribute to the development of services that are responsive to 'the voice of the child', helping practice to catch up with rhetoric. Recognising children's competencies is key and so is everyone being involved in 'meaning making' together. It is a multi-method approach in which children's own photographs, tours and maps can be joined to talking and observing to gain a deeper understanding of children's lives. This book is a very accessible read and the report is helpfully split into three parts-the first part describes the framework for listening that was adopted; the second part details the development of the Mosaic approach; the third part explores the practicalities, pitfalls and potential for developing this framework in early childhood facilities. --Martine Horvath, Early Years Educator, Nov 2011
All practitioners interested in enhancing young children's participation will find this book useful. It is also a valuable tool for students and researchers seeking a greater understanding of young children's lives in their early years settings. --Early Years Update 92: October 2011
About the Author
Alison Clark is Senior Lecturer at the Centre for Childhood, Development and Learning at The Open University, UK. Alison pioneered the mosaic approach and has contributed many published articles and book chapters on listening to children. Peter Moss is a Professor at the Faculty of Children and Learning, Thomas Coram Research Unit. He has wide-ranging research interests including services for children, the children's workforce, democratic practice in children's services, gender issues in work with children, social pedagogy and radical education. Peter is widely published.