Abstract
Children’s authentic participation is increasingly recognized in early childhood education as a basis for improving children’s engagement and learning outcomes. This study explored the implementation of the Photo Projective Method in a kindergarten in Japan. Participants were two teachers and 35 children, aged 5 years, enrolled in one kindergarten classroom. The teacher asked children to identify their preferred places on the kindergarten campus and to take photos. In the action research framework, data sources included teachers’ predictions of where each child would take photographs of their favorite places; interviews by the teachers with children about their photos; teachers’ narratives within planning and reflection meetings; as well as observations of children’s play. Teachers were able to predict approximately 25% of children’s expected preferences for their favorite places. Findings infer that the Photo Projective Method can provide teachers with opportunities to hear children’s individual voices in class groups. It provides an effective means for teachers to gain greater insight into individual perspectives.
Résumé
En éducation de la petite enfance, la participation authentique des enfants est de plus en plus reconnue comme base d’amélioration de l’engagement des enfants et des résultats de l’apprentissage. Cette étude examine la mise en œuvre de la méthode de projection photographique dans une maternelle du Japon. Les participants comprennent deux enseignants et 35 enfants âgés de 5 ans inscrits dans une classe de maternelle. L’enseignant demande aux enfants d’identifier leurs endroits préférés sur le campus de la maternelle et de les prendre en photo. Dans le cadre de cette recherche-action, les sources de données comprennent les prédictions des enseignants des endroits préférés dont chaque enfant prendrait des photos, les entretiens des enfants par les enseignants à propos de leurs photos, les récits des enseignants lors de réunions de planification et de réflexion ainsi que les observations du jeu des enfants. Les enseignants ont pu prédire à peu près 25% des endroits préférés des enfants attendus. Les résultats suggèrent que la méthode de projection photographique peut fournir aux enseignants l’occasion d’entendre les voix individuelles des enfants dans les groupes-classes. Elle procure aux enseignants un moyen efficace d’avoir une meilleure idée des points de vue individuels.
Resumen
La participación auténtica de los niños y niñas cada vez es más reconocida en la educación preescolar como base para mejorar la atención y resultados de aprendizaje de los niños y niñas. Este estudio exploró la implementación del Método de Proyección Fotográfica en un jardín infantil de Japón. Los participantes en este estudio fueron dos educadores y 35 niños y niñas de cinco años matriculados en un jardín infantil. El educador pide a los niños que identifiquen y tomen fotografías de sus lugares favoritos en el espacio escolar. Dentro del contexto de investigación en acción, la información recolectada incluyó predicciones de los educadores sobre los lugares que los niños escogerían para sus fotografías las narraciones de los educadores dentro de las reuniones de planeación y reflexión así como también las observaciones del juego de los niños. Los educadores pudieron predecir aproximadamente 25% de las preferencias de los niños sobre sus sitios favoritos. Los resultados infieren que el Método de Proyección Fotográfica puede brindarles oportunidades a los educadores para que escuchen las voces individuales de los niños en grupos de clase, brindándoles un método efectivo para un profundo entendimiento de perspectivas individuales.
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Acknowledgements
I would like to express my sincere gratitude and appreciation to H. Matsumoto, M. Kataoka and N. Yoshikawa for the useful discussions, as well as the children and teachers who participated in this study. This work was supported by JSPS KAKENHI, Grant Number JP19H01652.
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Matsui, G. Using a Photo Projective Method to Listen to Children’s Perspectives About Improving Kindergarten Environments. IJEC 52, 281–297 (2020). https://doi.org/10.1007/s13158-020-00279-z
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DOI: https://doi.org/10.1007/s13158-020-00279-z