A Visual Narrative Inquiry into Children's Sense of Agency in Preschool and First Grade

Autor/inn/en	Sairanen, Heidi; Kumpulainen, Kristiina
Titel	A Visual Narrative Inquiry into Children's Sense of Agency in Preschool and First Grade
Quelle	In: International Journal of Educational Psychology, 3 (2014) 2, S.141-174 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Preschool Children; Grade 1; Foreign Countries; Child Care Centers; Case Studies; Visual Aids; Personal Narratives; Student Experience; Photography; Interviews; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Case study; Fallstudie; Case Study; Anschauungsmaterial; Erlebniserzählung; Studienerfahrung; Fotografie; Interviewing; Interviewtechnik
Abstract	This socioculturally framed case study focuses on children's sense of agency in educational settings. The study has two objectives: (a) to portray the modalities of children's sense of agency in preschool and first grade settings, and (b) to identify the sociocultural resources that mediate children's sense of agency in these two activity contexts. We seek to achieve these objectives through a visual narrative inquiry that entails the children's (N:5) photo-narration of their sense of agency in preschool and primary school settings. The results indicate the sociocultural embeddedness of the children's sense of agency. They also show continuities and discontinuities in the children's sense of agency across the preschool and first grade settings. The children's sense of agency was mediated by people and material artefacts, as well as by the rules, objectives, time-structures, and social interactions of the activity contexts. These findings are pivotal in understanding how to support the educational engagement of children and their positive transition to school. The study also shows how visual narrative inquiry offers a potential methodology for listening to children, especially in terms of their sense of agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01