A visual narrative inquiry into children’s sense of agency in preschool and first grade
This socioculturally framed case study focuses on children’s sense of agency in educational settings. The study has two objectives: (a) to portray the modalities of children’s sense of agency in preschool and first grade settings, and (b) to identify the sociocultural resources that mediate children...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Hipatia Press
2014-06-01
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| Series: | International Journal of Educational Psychology |
| Subjects: | |
| Online Access: | https://hipatiapress.com/hpjournals/index.php/ijep/article/view/1103 |
| _version_ | 1818156339473416192 |
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| author | Heidi Sairanen Kristiina Kumpulainen |
| author_facet | Heidi Sairanen Kristiina Kumpulainen |
| author_sort | Heidi Sairanen |
| collection | DOAJ |
| description | This socioculturally framed case study focuses on children’s sense of agency in educational settings. The study has two objectives: (a) to portray the modalities of children’s sense of agency in preschool and first grade settings, and (b) to identify the sociocultural resources that mediate children’s sense of agency in these two activity contexts. We seek to achieve these objectives through a visual narrative inquiry that entails the children’s (N:5) photo-narration of their sense of agency in preschool and primary school settings. In addition, the children were observed during their photo-documentation, and they were later interviewed about their photos. The results indicate the sociocultural embeddedness of the children’s sense of agency. They also show continuities and discontinuities in the children’s sense of agency across the preschool and first grade settings. The children’s sense of agency was mediated by people and material artefacts, as well as by the rules, objectives, time-structures, and social interactions of the activity contexts. These findings are pivotal in understanding how to support the educational engagement of children and their positive transition to school. The study also shows how visual narrative inquiry offers a potential methodology for listening to children, especially in terms of their sense of agency.
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| first_indexed | 2024-12-11T14:56:44Z |
| format | Article |
| id | doaj.art-72cef9735d7244988c44bbdc939a307f |
| institution | Directory Open Access Journal |
| issn | 2014-3591 |
| language | English |
| last_indexed | 2024-12-11T14:56:44Z |
| publishDate | 2014-06-01 |
| publisher | Hipatia Press |
| record_format | Article |
| series | International Journal of Educational Psychology |
| spelling | doaj.art-72cef9735d7244988c44bbdc939a307f2022-12-22T01:01:18ZengHipatia PressInternational Journal of Educational Psychology2014-35912014-06-013210.4471/ijep.2014.09A visual narrative inquiry into children’s sense of agency in preschool and first gradeHeidi Sairanen0Kristiina Kumpulainen1University of HelsinkiUniversity of HelsinkiThis socioculturally framed case study focuses on children’s sense of agency in educational settings. The study has two objectives: (a) to portray the modalities of children’s sense of agency in preschool and first grade settings, and (b) to identify the sociocultural resources that mediate children’s sense of agency in these two activity contexts. We seek to achieve these objectives through a visual narrative inquiry that entails the children’s (N:5) photo-narration of their sense of agency in preschool and primary school settings. In addition, the children were observed during their photo-documentation, and they were later interviewed about their photos. The results indicate the sociocultural embeddedness of the children’s sense of agency. They also show continuities and discontinuities in the children’s sense of agency across the preschool and first grade settings. The children’s sense of agency was mediated by people and material artefacts, as well as by the rules, objectives, time-structures, and social interactions of the activity contexts. These findings are pivotal in understanding how to support the educational engagement of children and their positive transition to school. The study also shows how visual narrative inquiry offers a potential methodology for listening to children, especially in terms of their sense of agency. https://hipatiapress.com/hpjournals/index.php/ijep/article/view/1103children’s sense of agencymodalities of agencysociocultural perspectiveeducational settingsengagementvisual narrative inquiry |
| spellingShingle | Heidi Sairanen Kristiina Kumpulainen A visual narrative inquiry into children’s sense of agency in preschool and first grade International Journal of Educational Psychology children’s sense of agency modalities of agency sociocultural perspective educational settings engagement visual narrative inquiry |
| title | A visual narrative inquiry into children’s sense of agency in preschool and first grade |
| title_full | A visual narrative inquiry into children’s sense of agency in preschool and first grade |
| title_fullStr | A visual narrative inquiry into children’s sense of agency in preschool and first grade |
| title_full_unstemmed | A visual narrative inquiry into children’s sense of agency in preschool and first grade |
| title_short | A visual narrative inquiry into children’s sense of agency in preschool and first grade |
| title_sort | visual narrative inquiry into children s sense of agency in preschool and first grade |
| topic | children’s sense of agency modalities of agency sociocultural perspective educational settings engagement visual narrative inquiry |
| url | https://hipatiapress.com/hpjournals/index.php/ijep/article/view/1103 |
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