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Children's voice - Mosaic Approach

This approach is widely recognised and used by researchers and practitioners in the UK and abroad

Eva Mikuska

on 26 September 2013

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Transcript of Children's voice - Mosaic Approach

The Mosaic Approach
to introduce the ‘Mosaic Approach’
The Fact
74% of children aged 3-6 years are in some form of non-parental child care. 56% percent of 3-6 year old children spend time in centres, including child care centres and preschools
The Factors
Parental wish
Spending more time on cognitive skills
Some practitioners attitude

The Mosaic approach has been developed by Alison Clark and Peter Moss from the Thomas Coram Research Unit, at the Institute of Education, University of London.

- the Mosaic approach is a multi-method framework for listening to young children and adults’ views and experiences
- looks at how young children's views and experiences can become the focus for reviewing services

Clark, A. and Moss, P. (2001) Listening to young children: the Mosaic approach. London: National Children's Bureau for the Joseph Rowntree Foundation.
Since 1999, the Mosaic approach has been
used to:
Evaluate services for children and families
Redesign an outdoor play space with a pre school
Involve young children and adults in the design of a new nursery and a Children’s Centre.
This approach is widely recognised and used by
researchers and practitioners in the UK and abroad

1st Stage – Gathering materials
Observation, Cameras, Book making, Tours, Map making, Magic carpet, Parents and practitioners interview
2nd Stage – planning the task
Children’s comments on photographs, The books become focus of planning
3rd Stage - Deciding areas of continuity and change. Four categories emerged- places to keep, places to expand, places to change and places to add.
Listening To Young Children
The Mosaic approach
Second edition
Alison Clark and Peter Moss

Viewing children as 'experts in their own lives', the Mosaic approach offers a creative framework for listening to young children's perspectives through talking, walking, making and reviewing together. Children's own photographs, tours and maps can be joined to interviews and observing for adults to gain deeper understandings of young children's lives in a range of early childhood settings.

The Mosaic approach has been applied by practitioners throughout the world. This second edition reflects on the authors' original ground-breaking work, with new introductions, updates and examples of how the Mosaic approach has been adapted, and offers case studies that will encourage practitioners to use the framework in their own setting.
Some Theories:
Outdoor play experiences can be as effective as indoor play in stimulating young children’s development (Henniger, 1993).
Outdoor environment is a unique learning setting which supports an array of activities different from those provided by the indoor setting (Talbot Frost,1989).
Children experience a great sense of freedom in the outdoor settings (Davies, 1996).
The large spaces provide opportunities for children to use their whole body to explore, plan and to implement these plans without limitations on noise and activity (Perry, 2003).
Playgrounds are better than indoor classroom settings for activities that are messy or loud (Greenman, 1988).
More friendly, nonviolent, rough and tumble play, superhero or war play are discouraged indoors but can be accommodated outdoors (Frost, Wortham Reifel, 2001).
How can you link Mosaic Approach to your tasks?
Full transcript