Understanding Holistic and Unique Childhoods: Knowledge Generation in the Early Years with Autistic Children, Families and Practitioners

Autor/inn/en	Parsons, Sarah; Kovshoff, Hanna; Karakosta, Efstathia; Ivil, Kathryn
Titel	Understanding Holistic and Unique Childhoods: Knowledge Generation in the Early Years with Autistic Children, Families and Practitioners
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 1, S.15-30 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parsons, Sarah) ORCID (Kovshoff, Hanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1889992
Schlagwörter	Student Needs; Students with Disabilities; Autism Spectrum Disorders; Childhood Needs; Family Needs; Parent Attitudes; Teacher Attitudes; Preferences; Foreign Countries; Preschool Children; Interests; Interaction; Self Determination; Interpersonal Communication; Child Behavior; Skills; United Kingdom (England) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Childhood; needs; Kindheit; Bedürfnis; Elternverhalten; Lehrerverhalten; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildungsinteresse; Interaktion; Selbstbestimmung; Interpersonale Kommunikation; Skill; Fertigkeit
Abstract	The knowledge of children with special educational needs and disabilities, and their families, is essential for informing educational transition planning and decision-making. However, often their views are marginalised through formalised processes and assessments which underestimate children's capabilities and prioritise professional knowledge. We draw upon a project in an early years setting that involved five young autistic children, their families, and practitioners in the creation of Digital Stories as the children prepared for the transition to school. Parents and practitioners contributed exemplary (practical) knowledge and children contributed embodied knowledge about the things that mattered to them. We analysed the Stories to find out what we learned about the children through taking these different perspectives. Children's embodied knowledge revealed their voices, interests and capabilities, with a focus on the spaces where they liked to be and who they chose to spend time with (including themselves). Parents and practitioners shared knowledge about the objects and interests of the child, the choices they make, and where support is needed. Taken together, the Stories provide a holistic view of the child that moves beyond difficulties and challenges. The Stories could be an important tool for professionals and families for supporting children's transitions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01