Building on the positive in children's lives: a co-participatory study on the social construction of children's sense of agency

Abstract

This study is grounded on the argument that agentic experiences and their reflection in supportive social contexts are crucial protective elements mediating children's socio-emotional well-being. Drawing on the socio-cultural perspective, we investigate the ways in which agency is manifested in children's social interactions while they reflect upon their self-taken photos of positive events in their lives. The empirical data were collected with primary school children via the 'children as co-researchers' methodology, and were examined via a microlevel interaction analysis of video-recorded photo-reflection situations. The results illuminate interactions in which the children are constructing, maintaining and contesting the cultural practices of what it means to have agency in their social settings in and outside school. The study contributes towards a more nuanced understanding of the relationship between co-participatory practices upon positive in children's lives and the promotion of children's sense of agency that engenders their socio-emotional well-being.

Increasing Immigrant Children’s Participation in the Finnish Early Childhood Education Context

“…Furthermore, children's participation can be perceived as an activity of interpreting the world with adults who respect and listen to children and are interested in their affairs (Venninen & Leinonen, 2013). From the social aspect of participation in learning, it becomes apparent through shared meaning making and social interaction (Kangas, 2016;Karlsson, 2012;Kumpulainen et al, 2014). On the other hand, it has been shown (Kangas, 2016) are often adaptive, and their tendency to adapt keeps increasing as they grow older.…”

Full Issue February 2017

“…Photography can represent children's meanings of their activities (DeMarie, 2001;DeMarie & Ethridge, 2006;Einarsdottir, 2005;Kumpulainen, Lipponen, Hilppo, & Mikkola, 2013;Sairanen & Kumpulainen, 2014). When asked to photograph people or things with "social attachments and meaning" to explain their lives, children photographed their play interactions with others (Clark-Ibanez, 2004).…”

“…When asked to photograph people or things with "social attachments and meaning" to explain their lives, children photographed their play interactions with others (Clark-Ibanez, 2004). Asking them to take photos to express the meaning of their lives can provide us with authentic understanding of their perceptions (Byrnes & Wasik, 2009;DeMarie & Ethridge, 2006;Kumpulainen et al, 2013). A study examining Italian children's perceptions of a park through photography (Gandini, 2012) found that children were capable of showing their ideal "green areas in their courtyards," and they preferred playing with friends (p. 3).…”

“…According to DeMarie, children have a tendency to photograph familiar and important things in preschool environments (2001). When asked to photograph their views of school, many young children photographed playgrounds, and some took pictures of familiar living forms (Christidou et al, 2013;Einarsdotti, 2005;DeMarie, 2001;Kumpulainen et al, 2013).…”

Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions

“…An extensive amount of socio-culturally oriented literature also introduces concepts that resemble that of Vygotsky's social situation: for example, situated learning (Lave & Wenger, 1991), situative perspective (Greeno et al, 1998;Greeno & van de Sande, 2007), and situatedness (e.g., Kovalainen & Kumpulainen, 2007;Kumpulainen, Lipponen, Hilppö, Mikkola, 2014). These concepts all mediate the idea of interaction between individuals in their given social situations and social communities in which the materials and other cultural resources are being actively utilised.…”