Difficulties in Quantitative Research Involving Nursery Children – Reflections Based on the Researcher's Experience
Abstract
The aim of this article is to analyze the difficulties encountered when conducting quantitative research with children under three years of age in nurseries, in the context of contemporary concepts of childhood research. The research issues encompass methodological, ethical, and organizational challenges related to planning and implementing research with the youngest children. The research problem addressed in the article is formulated as follows: what specific types of difficulties can be identified in the process of conducting quantitative pedagogical research involving children under the age of three, and how can these difficulties be overcome? The article adopts a methodological and reflective approach. The study is based on a qualitative reflexive analysis of the researcher’s own experience combined with a critical review of relevant literature and research documentation generated during empirical studies conducted in nursery settings. The argument follows a problem-oriented structure, including: an outline of key assumptions of childhood studies, an analysis of ethical, methodological and practical difficulties, and a synthesis of conclusions. The analysis identifies specific challenges related to obtaining consent, the limited availability of standardised research tools, the risk of subjective assessments, and organisational factors linked to family circumstances and children’s health. The results indicate that effective research in this age group requires adapting methods to children's abilities and close collaboration with caregivers. The conclusions emphasize the need for further development of research tools and conducting research consistent with the concept of child agency.
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