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Welcome

The Children’s Research Centre (CRC) was established in 2004. We have two current priorities. Firstly, we develop and deliver resources to support children and young people to conduct systematic social research in any area they are interested in. Secondly, we evaluate the impact and benefits of children’s research and the efficacy of our methods.

The academic team behind the CRC is multidisciplinary - we come from socio-cultural psychology, childhood studies, development psychology, and education studies. We draw upon a range of theoretical perspectives and interdisciplinary approaches to evaluate how children and young people best benefit from designing, implementing and sharing findings from their own research projects. Some of the questions that we are particularly interested to explore are:     

  • What do children and young people learn by leading their own research? And how do they learn it?
  • Does children’s research enhance their participation in matters that affect their lives? And how is this achieved?
  • What research tools and support do children find most useful in their research and why?
  • What is the role of technology in supporting children’s learning of research skills?

You can see examples of young researchers' work on this website. If you would like to know more about what we do or would like to talk to us about how you might use our resources to support the children and young people who you work with, please do contact us.

News

  • Young Researchers' Fair

    Young researchers aged 12-13 years presented their research posters at the Open University, in July 2015.

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  • Collaboration with Field Studies Council

    The CRC are collaborating with the Field Studies Council to develop resources for GCSE, A level and IB students to support their student-led research projects in Geography.

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  • Signing Young Researchers

    The CRC are working with Sign Along to produce signs for students with learning difficulties who prefer to communicate this way. We will work with pupils and teachers in a special school to develop a dialogic pedagogy to support students' learning of research skills.

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