Advertisement

Do You See What I See? Family-Produced Photographs and the Transition to School

Chapter

Abstract

Through the use of photo-elicitation, this study explored the family perspective of the transition to kindergarten in lower-income households. Much research in this area brings a deficit-based approach to describing the families from lower-income backgrounds and their presumed lack of involvement in children’s early learning (Dockett & Perry, in Int J Early Years Educ 21(2):163–177, 2013). Countering that mainstream narrative, I desired to take a strengths-based approach to studying the variable ways in which lower-income families support this important school transition (Zigler & Bishop-Josef in Play = learning: how play motivates and enhances children’s cognitive and social-emotional growth. Oxford University Press, pp 15–35, 2006). Eight families from a larger study on the transition to school volunteered to participate in this photography project. Taking the ‘auto-driven’ approach (Clark-Ibanez, in Am Behav Sci 47:1507–1527, 2004), parents were in charge of capturing visual images of activities involving their children over the course of a week. Participants were then asked to explain how the images were connected to a child’s development or preparedness for school during a photo-elicitation interview. The study confirms that parents are the knowledgeable source when it comes to the lives of children and the transition to school. The photo-elicitation process empowered families to reveal family rituals and routines through visual images and interviews. The transition to school is just one of many social issues that may be addressed through visual imagery. This chapter describes the process of including participant-produced photographs in a study and how the findings bring insight to children’s early learning, while empowering families.

References

  1. Auerbach, S. (2007). From moral supporters to struggling advocates: Reconceptualizing parent roles in education through the experience of working-class families of color. Urban Education, 42, 250–283. doi: 10.1177/0042085907300433.CrossRefGoogle Scholar
  2. Banks, M. (2001). Visual methods in social research. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
  3. Bazeley, P. (2007). Qualitative data analysis with Nvivo. Los Angeles, CA: Sage.Google Scholar
  4. Berg, B. (1998). Qualitative research methods for the social sciences. Boston: Allyn and Bacon.Google Scholar
  5. Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks: Sage.Google Scholar
  6. Clark-Ibanez, M. (2004). Framing the social world with photo-elicitation interviews. American Behavioral Scientist, 47, 1507–1527.CrossRefGoogle Scholar
  7. Collier, J. (1967). Visual anthropology: Photography as a research method. Newbury Park, CA: Sage.Google Scholar
  8. Cooper, C., & Christie, C. (2005). Evaluating parent empowerment: A look at the potential of social justice evaluation in education. The Teachers College Record, 107(10), 2248–2274.CrossRefGoogle Scholar
  9. de Carvalho, M. (2001). Rethinking family-school relationships: A critique of parental involvement in schooling. Mahwah, NJ: Erlbaum.Google Scholar
  10. Dockett, S., & Perry, B. (2013). Trends and tensions: Australian and international research and starting school. International Journal of Early Years Education, 21(2), 163–177.CrossRefGoogle Scholar
  11. Edwards, P. (1999). A path to follow: Learning to listen to parents. Portsmouth: Heinemann.Google Scholar
  12. Gibbs, G., Friese, S., & Mangabeira, W. (2002). The use of technology in qualitative research. Forum: Qualitative Social Research, 3(2). Available at: http://www.qualitative-research.net/index.php/fqs/article/view/847/1840The.
  13. Graue, M. E., & Sherfinski, M. (2011). The view from the lighted schoolhouse: Conceptualizing home-school relations within a class size reduction reform. American Journal of Education, 117(2), 267–297.CrossRefGoogle Scholar
  14. Harper, D. (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1), 13–26.CrossRefGoogle Scholar
  15. Harrison, B. (2002). Seeing health and illness worlds—Using visual methodologies in a sociology of health and illness: A methodological review. Sociology of Health & Illness, 24(6), 856–872.CrossRefGoogle Scholar
  16. Hurworth, R., Clark, E., Martin, J., & Thomsen, S. (2003). The use of photo-interviewing: Three examples from health evaluation and research. Evaluation Journal of Australasia, 4(1/2), 52–62.Google Scholar
  17. Keyes, C. R. (2002). A way of thinking about parent/teacher partnerships for teachers. International Journal of Early Years Education, 10(3), 177–191.CrossRefGoogle Scholar
  18. Killion, C. M., & Wang, C. C. (2000). Linking African American mothers across life stage and station through photovoice. Journal of Health Care for the Poor and Underserved, 11(3), 310–325.CrossRefGoogle Scholar
  19. Luttrell, W. (2010). ‘A camera is a big responsibility’: A lens for analyzing children’s visual voices. Visual Studies, 25(3), 224–237.CrossRefGoogle Scholar
  20. McAllister, C. L., Wilson, P. C., Green, B. L., & Baldwin, J. (2005). “Come and take a walk”: Listening to Early Head Start parents on school-readiness as a matter of child, family, and community health. American Journal of Public Health, 95(4), 617–625.CrossRefGoogle Scholar
  21. Mandelco, B. (2013). Research with children as participants: Photo elicitation. Journal for Specialists in Pediatric Nursing, 18(1), 78–82.CrossRefGoogle Scholar
  22. Maxwell, J. A. (2005). Qualitative research design: An interactive design. Thousand Oaks, CA: Sage.Google Scholar
  23. Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400.CrossRefGoogle Scholar
  24. Mistry, R. S., Benner, A. D., Biesanz, J. C., Clark, S. L., & Howes, C. (2010). Family and social risk, and parental investments during the early childhood years as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25, 432–449.CrossRefGoogle Scholar
  25. National Center for Children in Poverty. (2016). Basic facts about low-income children. Columbia University: School of Public Health.Google Scholar
  26. Ornelas, I. J., Amell, J., Tran, A. N., Royster, M., Armstrong-Brown, J., & Eng, E. (2009). Understanding African American men’s perceptions of racism, male gender socialization, and social capital through photovoice. Qualitative Health Research, 19(4), 552–565.CrossRefGoogle Scholar
  27. Pain, H. (2011). Visual methods in practice and research: A review of empirical support. International Journal of Therapy and Rehabilitation, 18(6), 343–350.CrossRefGoogle Scholar
  28. Pianta, R. C. (2007). Early education in transition. In R. Pianta, M. Cox, & K. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 3–10). Baltimore, MD: Brookes Publishing.Google Scholar
  29. Pianta, R. C., Cox, M. J., Taylor, L., & Early, D. (1999). Kindergarten teachers’ practices related to the transition to school: Results of a national survey. The Elementary School Journal, 100(1), 71–86.CrossRefGoogle Scholar
  30. Pink, S., Kurti, L., & Afonso, A. (2004). Working images: Visual research and representation in ethnography. New York: Routledge.Google Scholar
  31. Prosser, J., & Loxley, A. (2007). Enhancing the contribution of visual methods to inclusive education. Journal of Research in Special Educational Needs, 7(1), 55–68.CrossRefGoogle Scholar
  32. Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42(2), 147–180.CrossRefGoogle Scholar
  33. Schwartz, D. (1989). Visual ethnography: Using photography in qualitative research. Qualitative Sociology, 12(2), 119–153.CrossRefGoogle Scholar
  34. Torre, D., & Murphy, J. (2015). A different lens: Changing perspectives using photo-elicitation interviews. Education Policy Analysis Archives, 23(111), 1–26.Google Scholar
  35. U.S. Department of Health and Human Services. (2015). Promoting positive parenting through positive interactions. Retrieved from http://www.cdiheadstart.org/success/positive.aspx.
  36. Vaughn, L., Forbes, J., & Howell, B. (2009). Enhancing home visitation programs: Input from a participatory evaluation using photovoice. Infants & Young Children, 22(2), 132–145.CrossRefGoogle Scholar
  37. Wang, C. C. (1999). Photovoice: A participatory action research strategy applied to women’s health. Journal of Women’s Health, 8(2), 185–192.CrossRefGoogle Scholar
  38. Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387.CrossRefGoogle Scholar
  39. Weis, L., & Fine, M. (1996). Narrating the 1980s and 1990s: Voices of poor and working class White and African American men. Anthropology and Education Quarterly, 27, 493–516.CrossRefGoogle Scholar
  40. Zigler, E. F., & Bishop-Josef, S. J. (2006). The cognitive child versus the whole child: Lessons from 40 years of Head Start. In D. Singer, R. M. Golinkoff, and K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 15–35). Oxford University Press.Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Illinois State UniversityNormalUSA

Personalised recommendations