O’Toole, Leah (2020) Participant Action Research (PAR) for early childhood and primary education: the example of the THRIECE project. Problemy Wczesnej Edukacji, 49 (2). pp. 31-44. ISSN 1734-1582

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Abstract

This paper explores the potential benefits of Participant Action Research (PAR) for early childhood and primary education. It presents the example of the Erasmus+ funded THRIECE (Teaching for Holistic, Relational and Inclusive Early Childhood Education) project, and drawing on the reflections of its participants, supports PAR as a respectful, inclusive, relevant approach to educational research that can lead to deep personal and intercultural learning. It highlights the importance of embracing the ‘messiness’ of action research, and allowing its non-linear complexity to enhance both process and outcomes. It explores the potential of PAR to allow for investigation of and value for the embodied, tacit knowledge and understandings of expert educators, supporting continuous development of practice and providing the language for educators to explain their approaches. Finally, it identifies the crucial nature of a relational approach for the success of Participant Action Research.

Item Type:	Article
Additional Information:	Cite as: O’Toole, L. (2020) „Participant Action Research (PAR) for early childhood and primary education: the example of the THRIECE project”, Problemy Wczesnej Edukacji, 49(2), s. 31–44. doi: 10.26881/pwe.2020.49.03.
Keywords:	Participant Action Research; holistic; inclusive; relational education;
Academic Unit:	Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education
Item ID:	15923
Identification Number:	https://doi.org/10.26881/pwe.2020.49.03
Depositing User:	Leah O'Toole
Date Deposited:	05 May 2022 10:05
Journal or Publication Title:	Problemy Wczesnej Edukacji
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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