Children's Conceptions of Participation and Influence in Pre-School: A Perspective on Pedagogical Quality

Sheridan, Sonja; Samuelsson, Ingrid Pramling

doi:10.2304/ciec.2001.2.2.4

Cited by 127 publications

(130 citation statements)

References 11 publications

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“…Play can be seen as an area where children can exercise their right to participation. This was also found by Sheridan and Pramling Samuelsson (2001) interviewing five-year-old children in a preschool. The children expressed that they primarily decided about activities and play initiated by themselves, but had little or no influence on the overall organisation, routines, content and teacher-initiated activities.…”

Section: Accounting For Children's Perspectivesupporting

confidence: 58%

Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents

Pettersson

2013

Linkoping Studies in Pedagogic Practices

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The aim of the present study is to explore how children’s participation is constructed and enacted in preschool documentation and what kinds of activities evolve between teachers, children and material objects in preschool documentation practices. The study is based on videorecorded observations of teachers and children documenting different preschool activities in two preschool groups. The video observations are analysed using theoretical perspectives on power relations, governmentality, documentality and agentic realism. The results are presented in two research articles. The results show the complexity of children’s participation in preschool documentation practice. In the first article two different documentation methods, with different theoretical underpinnings, were used in the preschool: portfolio and pedagogical documentation. The results show that, regardless of documentation method, children’s participation varied from attendance to involvement and influence, which can be seen as two ends of a power relation. Power relations between teachers and children also varied between situations as well as within individual situations. The result of the second article shows that children’s participation in preschool documentation practices, as well as the documentation itself, was affected and controlled not only by the humans present, but also by different material agents, such as photos and colour-coded labels. Taking material agents into account allows for a broader understanding of documentation practices, which in turn could open up for new forms of children’s participation in preschool documentation.Syftet med studien som utgör grunden för uppsatsen var att undersöka hur barns delaktighet i förskolans dokumentation är konstruerad och ”görs” och vilken typ av aktivitet som utvecklas mellan lärare, barn och materiella objekt inom förskolans dokumentationspraktik. Studien är baserad på videoinspelade observationer av lärare och barn som dokumenterar olika aktiviteter i förskolan på två förskoleavdelningar. Videoobservationerna analyserades med hjälp av teoretiska perspektiv på maktrelationer, governmentality, documentality och agentic realism. Resultatet presenteras i två vetenskapliga artiklar. Resultaten visar komplexiteten i barns delaktighet i förskolans dokumentationspraktik. I den första artikeln studerades användningen av två olika dokumentationsmetoder, med olika teoretiska underbyggnad, nämligen portfolio och pedagogisk dokumentation. Resultatet visar att barns delaktighet varierade från deltagande till medverkan och inflytande oavsett vilken dokumentationsmetod som användes. Detta kan ses som två ändpunkter av en maktrelation. Maktrelationer mellan lärare och barn varierade också mellan situationer och inom en situation. Resultatet av den andra artikeln visar att barns deltagande i förskolans dokumentationspraktik samt också dokumentationen i sig, påverkades och styrdes, inte enbart av de deltagande personerna, men också av olika materiella agenter, till exempel foton och färgade etiketter. Att även b...

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Section: Accounting For Children's Perspectivesupporting

confidence: 58%

Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents

Pettersson

2013

Linkoping Studies in Pedagogic Practices

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“…Generally either self-evaluation or external evaluation are used in ECED, but Sheridan (2001) claims that we need both to get a picture of the quality from different perspectives. It is important, however, not to forget about the children in this process (Sheridan & Pramling Samuelsson, 2001). …”

Section: The Learning Environmentmentioning

confidence: 99%

Five preschool curricula —comparative perspective

Samuelsson

Sheridan

Williams

2006

IJEC

Self Cite

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SUMMARYIn recent years the OECD has undertaken the evaluation of early childhood education and care (ECEC) on behalf of ministers of education in a number of countries in order to support quality improvement in this field. This article is based on a workshop for the national coordinators of early childhood policy in Sweden, 2003, which dealt with Curriculum and Pedagogy in Early Childhood Education. The five curricula presented were Reggio Emilia, Te Whãriki, Experiential Education, High/Scope and the Swedish National Curriculum for Preschool. The aim of this article is to compare these curricula, establishing similarities and differences discussing quality aspects and problematising the general and the cultural specifics of each curriculum per se and in relation to the others. A further aim is to raise awareness of curriculum questions in connection with children's learning and development. The article is based on a pedagogical perspective of quality, which takes the perspective of the child and focuses on what is best for a child's learning and development in a specific culture. The results of the analysis show that the five curricula are of high quality in relation to each country's culture. High quality in preschool means giving the children a good start in life. The unique and competent child has rights of its own and should be treated with respect. In focus are the individual child's opportunities for building up knowledge and expressing their understanding of the surrounding world. High quality is also related to the competent and professional teacher with theoretical and pedagogical knowledge. RESUMENEn los últimos años, la OECD, por iniciativa de un grupo de ministros de Educación, ha asumido la tarea de evaluar la Política de Educación Pre-escolar. Este artículo se basa en un taller que en el año 2003 reunió a los coordinadores nacionales de la política de Educación Pre-escolar en Suecia. El tema del taller eran los Programas y la Pedagogía de este nivel de educación. Los cinco programas presentados fueron los siguientes: Reggio Emilia, Te Whâriki, Experiential Education, High Scope y el Programa sueco para el parvulario. Este artículo se propone detectar semejanzas y diferencias existentes entre ellos, discutir aspectos de calidad de los mismos y analizar aspectots culturales, tanto generales como específicos, de cada uno. Otro objetivo es el de incrementar la conciencia de los problemas ligados al aprendizaje y desarrollo del niño, dentro del marco de los programas de educación. El artículo enfoca el tema de la calidad pedagógica desde la perspectiva del niño y se plantea qué es lo mejor para el aprendizaje y desarrollo del éste en una cultura específica. Los resultados del análisis muestan que los cinco programas son de alta calidad, en relación con las culturas de sus respectivos países. Alta calidad significa que el parvulario provee a los niños de un buen punto de partida en la vida. El niño, único y competente, tiene derechos propios y debería ser tratado con respeto. Como foco de primordial in...

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“…Bearison, 1991;Deatrick & Faux, 1989;Thompson Jr & Gustafson, 1996). In addition, researchers such as Einarsdóttir (2005), Sheridan and Samuelsson (2001), Warming (2005), and Wiltz and Klein (2001) have used diverse methods in gathering data that revealed children are reliable informants and participants in qualitative studies.…”

Section: The Studymentioning

confidence: 99%

Scenario-Based Interview: An Alternative Approach to Interviewing Children?

Jaidin¹

2018

Pac Early Child Educ Res Assoc

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Data in qualitative research are mainly derived through observations, document analysis, and interviews. The interview process in qualitative studies, however, can become challenging and complex when a group of children is involved as participants. This paper examines the methodological challenges faced by researchers when interviewing children and makes a case for the use of scenario-based interviews to obtain quality data from children in phenomenographic research.The discussion is based on a phenomenographic study that aimed at exploring and understanding children's experiences of learning in government primary schools in Brunei Darussalam. The processes that led to the development of two scenarios in a series of phenomenographic interviews are discussed in this paper. While there are limitations in the use of scenario-based interviews with children in phenomenographic research, it has the potential to address methodological concerns and, more importantly, to elicit quality data. Finally, the scenario-based interview offers an alternative to the in-depth interviews typically used in phenomenographic research. (2002) highlighted that pheomenographic data are typically collected through a series of deep and open-ended interviews, which are analysed through an iterative process of reading and rereading transcripts to produce an outcome space. However, based on the researcher's experience, attempting to elicit deep and rich data from children, especially in a context where education is highly-examination-oriented, traditional, and didactic, can be very challenging. This paper puts forth an alternative approach to interviewing children, using a scenario-based interview approach that is based on a phenomenographic study conducted with a group of eight to eleven years old children in Brunei Darussalam (henceforth called Brunei). In doing so, a brief background of Brunei and its education system is now presented to set the context for further discussions on the study. KeywordsThe study took place in Brunei, a small country located on the northwest coast of Borneo In these countries, including Brunei, children are tested regularly with examinations throughout their schooling years (Jaidin, 2009;Yeo & Clarke, 2006). In Brunei, the children's performances in examinations are significant indicators of school success (Jaidin, 2009;Scott & Fisher, 2002). This adds more pressure on teachers to complete a comprehensive syllabus and produce good results in examinations. Accordingly, teachers in Brunei choose to use traditional teaching methods that result in children being mainly passive in class where they rarely ask questions during lessons (Asmah, 2001;Attwood & Bray, 1989;Charleston, 1998;Scott & Fisher, 2002;Zaitun, 1997). The StudyThe main aim of the study was to provide a better understanding of the ways in which children experience learning in government schools in Brunei. The study adopted a In recent years, more phenomenographic studies have focused on highlighting children's views, opinions, and experience...

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Children's Conceptions of Participation and Influence in Pre-School: A Perspective on Pedagogical Quality

Cited by 127 publications

References 11 publications

Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents

Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents

Five preschool curricula —comparative perspective

Scenario-Based Interview: An Alternative Approach to Interviewing Children?

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