Encountering Children's Perspectives in Play: How a Play Experiment with Animal Cloaks Became a Research Approach in ECEC

Autor/in	Jørgensen, Hanne Hede
Titel	Encountering Children's Perspectives in Play: How a Play Experiment with Animal Cloaks Became a Research Approach in ECEC
Quelle	In: Journal of Pedagogy, 14 (2023) 1, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-2144
DOI	10.2478/jped-2023-0002
Schlagwörter	Foreign Countries; Early Childhood Education; Play; Research Methodology; Participatory Research; Imagination; Preschool Children; Perspective Taking; Knowledge Level; Denmark + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Research method; Forschungsmethode; Forschungstätigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zukunftsperspektive; Wissensbasis; Dänemark
Abstract	In Danish early childhood education and care (ECEC), pedagogues traditionally work in a child-centred manner, valuing the children's experiences. During the last 150 years pedagogues have developed expertise in framing everyday life for children while paying double attention to the children's perspectives, on one hand, and to their own pedagogical interests, on the other. Therefore, play and experiments are essential components of Danish ECEC. This article starts from this pedagogical tradition and explores if and how researchers can benefit from employing such double attentiveness and use it to bridge the gap between encountering children's perspectives and making those perspectives an object of investigation. The empirical materials were derived from a pilot study. Pivotal to this study was the exploration of play experiments as an encounter between children, pedagogues and researchers in which the children's different perspectives could emerge. The findings suggest that play experiments can be effective as a child-sensitive research approach that enhances children's embodied knowledge and promotes children's participation in research. However, methodological questions are raised concerning how to maintain the children's perspectives and transforming their embodied knowledge into empirical data. Also, the need for further exploration of play experiments as a space for collaborative encounters is appointed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01