Participatory studies involving children are a growing topic of debate concerning research on early childhood education and care (ECEC). Developments in ethnographic methods and the use of video recordings to collect data have raised new challenges for researchers who study children regarding such issues as formal procedures for informed consent and obtaining children's assent to research encounters. A growing number of studies have explored children's and researchers' relationships, as well as the ethical aspects of research encounters. We contribute to this discussion by adopting a cultural-historical (wholeness) approach to research that involves children, partnering as researchers with a child participant. By using a cultural-historical approach, we analyzed a critical incident that involved a child's assent and dissent process through dynamic motive orientations. We focused on the importance of considering dynamic motive orientation as researchers navigate new ethical challenges. Our findings reveal that adopting a wholeness approach requires researchers to serve as activity partners, reflecting on and recalibrating their own motives and centering child participants in the research process.

涉及儿童的参与性研究是幼儿教育和保育 (ECEC) 研究中日益引起争议的话题。人种学方法的发展和使用视频记录收集数据给研究儿童的研究人员带来了新的挑战，涉及诸如知情同意的正式程序和获得儿童对研究遭遇的同意等问题。越来越多的研究探讨了儿童和研究人员的关系，以及研究过程中的道德问题。我们通过采用文化历史（整体）方法进行涉及儿童的研究，并作为研究人员与儿童参与者合作，为这一讨论做出贡献。通过使用文化历史方法，我们分析了一个涉及儿童通过动态动机取向的同意和反对过程的关键事件。我们重点关注在研究人员应对新的道德挑战时考虑动态动机取向的重要性。我们的研究结果表明，采用整体性方法需要研究人员作为活动伙伴，反思和重新调整自己的动机，并在研究过程中以儿童参与者为中心。