Embracing the breadth of ethical complexities in early childhood research

Ethics within the field of early childhood education and care (ECEC) is all-encompassing; it is embedded within the very fabric of our profession, as well as needing specific consideration within our research. The strong connection between practice and research within ECEC is long established and, in my view, ethics sits at the nexus of this. EECERA, since its inception 32 years ago, has championed ethical practices within research, pedagogy and policy with young children. As educators of the youngest within society, our work holds the deepest respect for children, their families and wider communities and we seek inclusion and democracy. As a sector, we support social justice and equality. As researchers with the youngest children, we seek to uphold the same ethical standard and more. We ensure that our research is valuable to the wider sector, reflects multiple voices and has been undertaken with integrity. Specifically, EECERJ champions the work of researchers who listen to the youngest children in our society and this journal has been instrumental in guiding my ethical compass as I undertake research. The EECERA ethical code (Bertram et al. 2015) provides invaluable support through eight ethical principles and specific research practice and publication guidance; this code illustrates the breadth of ethical considerations that should impact and influence a research design. As well as providing support, the EECERA code illustrates the complexity of undertaking research within the ECEC field. Such complexity cannot and should not be underestimated and, where researchers illuminate their ethical decisions and make transparent their research processes, we find that we can all learn from their journey. My understanding of the complexity of ethics continues to grow with every research project and increasingly I find that a flexible and contextual approach is required. This is far removed from my initial view of ethics in my earliest days of post-graduate study. The ethics of research can all too often be reduced to a single form and a checklist of requirements. Whilst I agree that obtaining approval for research to be carried out is an essential element, I believe strongly that an ethical approach stretches far beyond a single statement of intent. An ethical approach to research guides every choice we make from our intent to research to our engagement in dissemination. Ethics permeates the literature we chose to review and our positionality as we research as well as taking its typical place within methodological considerations. Obtaining approval to undertake research is essential, and through the papers within this issue, you will find authors who note where approval was granted. Whilst undeniably important, this aspect of research often becomes problematic for researchers within ECEC as invariably the system of approval will be generic and may not appreciate the complexity of our sector. Children are often viewed as vulnerable and in need of protection, and their participation is always mediated by adults. Parental consent is a requirement before the voice of the child can be heard and adults act as gatekeepers regarding access to settings. Whilst these safeguards are essential, we need to recognise that they perpetuate the view of the vulnerable child and do little to ensure children are heard within research. Equally, the system of obtaining approval assumes that the researcher is in a position of power and wishes to control each aspect, and method, within the enquiry. There is little scope to allow research participants