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Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- Chapter 1: Researching young children's experiences and meanings -- Researching young children's meanings -- Constructions of children and childhood -- Young children's participation in research -- Young children's construction of meanings -- Deficit narratives: The value of accessing young children's meanings in research and practice -- Children's meanings as co-constructions -- Differences between research with children and research with adults -- Focus on development in childhood and research with young children -- Capturing a sense of curiosity -- Moments of wonder - children's working theories -- Navigating the social world in early childhood -- Creative ways of researching young children's perspectives -- Multi-modal approaches to researching children's perspectives -- The Mosaic approach -- Steps for Engaging Young Children in Research -- Reggio Emilia and Project Zero -- Young Children as Researchers Study -- Chapter 2: Negotiating challenges in doing research with young children -- Positioning children as equal partners in research -- Negotiating ethical challenges in doing research with young children -- Meaningful ways of seeking assent from young children -- Challenges in seeking assent from young children -- An interactive narrative approach to informing young children about research -- Gaining consent from appropriate gatekeepers -- Protecting young children's right to confidentiality and privacy in the research process -- Disclosures revealing potential risk or harm -- Negotiating methodological challenges in research with young children -- Can participatory methods really empower young children in research? -- Interpreting children's meanings -- Awareness of adult assumptions -- Adopting an 'open attitude' to listening to young children.

This report summarises key findings from two studies on parenting styles and discipline in Ireland. The first of these studies provides a focus on parents' perspectives while the second study draws on children's perspectives on parenting practices. Parents Perspectives on Parenting Styles and Discipline A large body of research literature in the UK, USA and Australia has focused on the links between parenting styles, parental discipline responses, child behaviourand children's psychological well-being (Smith et al, 2005; Gershoff, 2002; Parke, 2002; Eisenberg et al, 2001). Yet, there is little available information in Ireland about the prevalence of differentparental discipline responses or of parental beliefs about and attitudes to the use of physical punishment as a form of discipline with children. The present study adopted a telephone survey methodology involving interviews with 1,353 women and men with at least one child under 18 years of age, living in private households. In this Summary Report, key findings are presented on parenting styles and a range of discipline strategies, including physical punishment, adopted by parents in Ireland. Parents' attitudes to physical punishment and to legislation on physical punishment are also presented. Children's Perspectives on Parenting Styles and Discipline This report provides a summary of key findings arising from the study of children and young people's perspectives on parenting styles and discipline. The study was carried out against the backdrop of changing trends in Irish society, most notably, changes in family routines and relationships. To date, little is known in the Irish context about children's views of different parenting styles and, in particular, about the views of children in respect of physical punishment by their parents. In line with the ethos of the National Children's Strategy, the research involved consulting directly with children. A series of focus groups was carried out with 132 children and young people, aged between 6 and 17 years. The focus groups explored children's views on parenting roles, with a particular focus on the strategies that parents use to discipline their children. In this Summary Report, key findings are presented on children's descriptions of parenting roles, their understanding of parental rules and regulations, their perspectives on discipline strategies adopted by parents and their views on parental use of physical punishment.

The article explores how homelessness may impact on the educational participation of children and young people in families living in emergency accommodation in Dublin. Many difficulties arise in terms of maintaining consistent schooling for children when they are part of a homeless family, including problems getting to and from school if living at a distance from their original schools, frequent changes in school and inadequate facilities and overcrowding in their temporary accommodation. Despite the many difficulties involved in maintaining children's regular school attendance, it is evident that school may represent the only stability for a child in an otherwise insecure and changing routine. Copyright © 2006 Children's Research Centre.