Making Oneself Heard--Children's Experiences of Empowerment in Swedish Preschools

Autor/inn/en	Almqvist, Anna-Lena; Almqvist, Lena
Titel	Making Oneself Heard--Children's Experiences of Empowerment in Swedish Preschools
Quelle	In: Early Child Development and Care, 185 (2015) 4, S.580-595 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.940931
Schlagwörter	Foreign Countries; Preschool Children; Student Empowerment; Student Experience; Interviews; Interpersonal Relationship; Adults; Interaction; Content Analysis; Photography; Interaction Process Analysis; Vignettes; Group Dynamics; Group Activities; Childhood Attitudes; Early Childhood Education; Qualitative Research; Puppetry; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Studienberechtigung; Studienerfahrung; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Inhaltsanalyse; Fotografie; Prozessanalyse; Gruppendynamik; Gruppenaktivität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung; Puppenspiel; Schweden
Abstract	Children's experiences of empowerment in relation to preschool peers and in child-adult interactions were studied, involving 25 four- to six-year-olds from four Swedish preschools. Group interviews using puppets comprised pre-constructed scenarios to examine preschools' activities. Children took photos of indoor and outdoor preschool environments, followed by a photo-elicitation interview. Data were analysed by content analysis. Results showed that authority was expressed in relation to teachers and parents. Children negotiated about handling situations and described relations with teachers as uncomplicated; the contrary was the case with peers. Structure meant that children could choose between courses of action within set frames, describing empowerment as decision-making within limitations. Results indicated the importance of preschool teachers stimulating children to reflect on their own ability by discussing issues concerning children's sense of empowerment, using methods similar to the ones in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01