1 Department of Education - Learning, Danish School of Education, Arts, Aarhus University2 Danish School of Education - Pædagogisk Psykologi, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education, Arts, Aarhus University4 Danish School of Education - Pædagogisk Psykologi, Emdrup, Danish School of Education, Arts, Aarhus University5 Danish School of Education, Arts, Aarhus University
In research with children it is a challenge to produce knowledge about their perspectives on their life-world. Young children are learning the verbal language and often have a limited verbal repertoire and limited experiences about meanings of verbal expressions. It is therefore often difficult to know whether the researcher and the child share understandings of verbal articulations. A similar challenge counts for phenomena and experiences that may be difficult to describe and articulate in verbal language such as sensory and body experiences and diverse experiences of awareness, attention and mindfulness. It is possible to include mutual material references in conversations with children in order to handle some of these challenges. Mutual material references can be situated bodily practices, drawings and artifacts. The poster presents a culture psychological and phenomenological approach to the use of mutual material references in two studies. One study includes drawing activities in interviews with pre-school children about their everyday life and one study includes drawing and body experiences in interviews with 6th grade students about their experiences of mindfulness practice in school. In both studies the mutual material references offer new opportunities for the children’s participation, articulation and re-experiencing in the interview situations.
childrens experiences; drawings; body activities; interviews; everyday life; re-experience
Main Research Area:
Professional Practice and Children’s Participation, 2012