Narrative Inquiry: Conducting
						Research in Early Childhood

Clandinin, D. Jean; Huber, Janice; Menon, Jinny; Murphy, Maureen; Swanson, Cindy

doi:10.4135/9781473920859.n15

Cited by 9 publications

(9 citation statements)

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“…It was guided by an explorative question: What learning experiences contribute to the development of values, knowledge and skills related to sustainability education in the early years? A narrative approach was adopted (Clandinin et al, 2016). The study was based on a bricolage (Denzin & Lincoln, 2018) of mind maps, process diaries, questionnaire, and focus group interview.…”

Section: Methodsmentioning

confidence: 99%

Promoting Sustainability Through Multimodal Storytelling

Furu

Kaihovirta

Ekholm

2021

Journal of Teacher Education for Sustainability

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In recent years, sustainability has been increasingly recognized within the early childhood education and care (ECEC) context. Early childhood educators’ capacities to design meaningful learning opportunities for young children have been underlined. The article reports on a study of student teachers’ learning during a project about multimodal storytelling and sustainability in ECEC teacher education. The study explores how multi-modal storytelling might contribute to the capacity to conduct education for sustainability in the context of ECEC. The participants were first-year student teachers at a Finnish university. The results show that multimodal storytelling can contribute to addressing challenging issues linked to sustainability through holistic learning processes. Hereby, multimodal storytelling opens for the exploration of existential issues and complex aspects of sustainability education. It contributes to the reflection and discussion of values, knowledge and skills that are vital for the capacity to conduct sustainability education in the early childhood.

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Section: Methodsmentioning

confidence: 99%

Promoting Sustainability Through Multimodal Storytelling

Furu

Kaihovirta

Ekholm

2021

Journal of Teacher Education for Sustainability

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“…The study was conducted within a qualitative research paradigm (Denzin & Lincoln, 2011). Furthermore, we adopted a narrative approach in our study (Clandinin, 2007;Clandinin et al, 2016;Polkinghorne, 1995). Narrative approaches strive to study human experience through stories (i.e., narrative phenomena).…”

Section: Collection and Analysis Of Research Materialsmentioning

confidence: 99%

“…This article presents findings from a qualitative study that aims to explore ECEC teachers' relational professionalism (Furu & Sandvik, 2019) during mentor training. Our research material consisted of essays (n = 77) from the final reflective essay of a mentor training course for ECEC teachers, which were analysed through narrative analysis (Clandinin et al, 2016). The results show that ECEC teachers' relational professionalism is built in three types of entangled relationships: (1) relation to oneself, (2) relation to the student and ( 3) relation to colleagues.…”

mentioning

confidence: 99%

“Creating security and a good relationship with the student” – Exploring ECEC teachers’ relational professionalism during mentor training

Buss,

Eriksson,

Furu

2024

jecer

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Previous research on mentor training in early childhood education and care (ECEC) teacher education has shown that relationships are at the core of mentoring (Kupila et al., 2017; Ukkonen-Mikkola et al., 2021). This article presents findings from a qualitative study that aims to explore ECEC teachers’ relational professionalism (Furu & Sandvik, 2019) during mentor training. Our research material consisted of essays (n = 77) from the final reflective essay of a mentor training course for ECEC teachers, which were analysed through narrative analysis (Clandinin et al., 2016). The results show that ECEC teachers’ relational professionalism is built in three types of entangled relationships: (1) relation to oneself, (2) relation to the student and (3) relation to colleagues. The results imply that relationally professional mentors are a key factor that contributes to students continuing in the profession after graduation. This requires that the university engages in cooperation and relationships with the ECEC centres that receive students in the practicum. The university needs to offer mentor training and develop rich opportunities for mentors, their colleagues, and leaders in ECEC to establish relationships with all parties involved on all levels.

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“…Med berättande avses i det här sammanhanget att barn uttrycker sina egna och tar del av andras erfarenheter, tankar och känslor i berättelsens form med hjälp av ord, men också genom bilder, musik eller föremål (Riddersporre & Bruce, 2014). Kännetecknande för berättelser är att de har en ram, en narrativ struktur, som inrymmer tidsmässiga, sociala och platsmässiga dimensioner (Clandinin et al, 2016). I enlighet med en narrativ ansats (Bruner, 2002) kan den berättade kunskapen betraktas som en kunskapsform i sin egen rätt, vid sidan av den paradigmatiska kunskapen.…”

Section: Om Förskollärarens Kommunikativa Förhållningssättunclassified

Meningsskapande kommunikation mellan förskollärare och barn vid skapande aktiviteter i förskoleklass

Ahlskog-Björkman

Furu²

2018

NOAD

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The aim of this article is to explore communication between early childhood education teachers and children and it´s implications for children´s meaning making during activities in arts and aesthetics in pre-primary settings. Focus is directed towards the communicative approaches of the teachers. The research material consists of video-observations of ten teachers in pre-primary settings. Analysis and interpretation are conducted through a narrative approach. The main findings are expressed in three narratives: 1) The teacher who creates a relationship with the child, 2) The teacher who confirms the initiative of the child, and 3) The teacher who makes meaning making possible. However, the study also reveals that there are considerable variations in the communicative approaches among teachers. This implies unequal premises for children´s meaning making. Based upon the study´s findings, we discuss the importance of an increased awareness among teachers of the importance of communication with respect to children´s meaning making. We also argue that there is a need to highlight communicative skills as a vital part of teacher professionalism.

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Narrative Inquiry: Conducting Research in Early Childhood

Cited by 9 publications

References 0 publications

Promoting Sustainability Through Multimodal Storytelling

Promoting Sustainability Through Multimodal Storytelling

“Creating security and a good relationship with the student” – Exploring ECEC teachers’ relational professionalism during mentor training

Meningsskapande kommunikation mellan förskollärare och barn vid skapande aktiviteter i förskoleklass

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