Carpet-Time Democracy: Digital Photography and Social Consciousness in the Early Childhood Classroom

Serriere, Stephanie C.

doi:10.1080/00377990903285481

Cited by 44 publications

(41 citation statements)

References 10 publications

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“…In this way, the study may have contributed to increase the children's empowerment. Play is the situation in which the children in our study expressed the greatest sense of empowerment, findings supported by Serriere (2010) who emphasises the importance of play in children's social education.…”

Section: Discussionsupporting

confidence: 90%

“…Taking their (Einarsdóttir, 2005). Serriere (2010) found that it is important to create time and space for reflection within children's natural environments, such as preschool or school, since play may be the most vital part of social education. We instructed the children to one photograph things one at a time, which they thought were fun or boring.…”

Section: Photo-elicitation Interviewmentioning

confidence: 99%

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Making oneself heard – children's experiences of empowerment in Swedish preschools

Almqvist

2014

Early Child Development and Care

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Children's experiences of empowerment in relation to preschool peers and in childadult 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.

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Section: Discussionsupporting

confidence: 90%

Section: Photo-elicitation Interviewmentioning

confidence: 99%

Making oneself heard – children's experiences of empowerment in Swedish preschools

Almqvist

2014

Early Child Development and Care

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“…It is for this reason we chose the data source, photo-talks (Serriere, 2010) (see below for description) and the Listening Guide data analysis approach (Anderson and Jack, 1991) as a way to complement this feminist methodology.…”

Section: Contextmentioning

confidence: 99%

Taking care: Understanding the roles of caregiver and being cared for in a kindergarten classroom

Quigley

Hall

2014

Journal of Early Childhood Research

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Despite concerns about the importance of teachers learning to care for their students, most teacher education programs do not utilize relational pedagogy and place little emphasis on caring. In the current study, the authors used conversational interviews with one kindergarten teacher and photo-elicitation interviews with her 22 kindergarten students to explore ways in which this teacher in a public, all-girls' school employed caring and how her students viewed being cared for. The authors utilized Noddings' work on the ethic of care to guide our project and the methodological approach is feministic. In this study, we discovered the ways this teacher cared and how that was translated for the students. Ultimately, we feel these ways of caring have implications for early childhood teacher preparation programs.

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“…The findings of case study 1 revealed tensions between the teachers' espoused models of pedagogy and the experience of learners. Teachers considered time on the carpet in broadly constructivist terms, allowing them to engage interactively with the children and facilitate their learning (a perspective shared by other teachers and researchers: Berrill & Gall, 1999;Serriere, 2010). Yet the learners experienced it more passively as a time for "listening" and being physically uncomfortable.…”

Section: Discussion Of Results From the Case Studiesmentioning

confidence: 99%

Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?

et al. 2012

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractSchool premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet changes made to the physical environment may not lead to changes in teaching or learning. This may be understood theoretically in terms of levels of participation, and many school design practitioners advocate active participation of school communities in the processes of change. This article considers two case studies of teachers and learners engaging with their physical school learning environment. The overview of responses and outcomes generated by these two studies enables the identification of central issues for effective participatory approaches to the learning environment.

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Carpet-Time Democracy: Digital Photography and Social Consciousness in the Early Childhood Classroom

Cited by 44 publications

References 10 publications

Making oneself heard – children's experiences of empowerment in Swedish preschools

Making oneself heard – children's experiences of empowerment in Swedish preschools

Taking care: Understanding the roles of caregiver and being cared for in a kindergarten classroom

Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?

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