Researching with and for young children : congruence and authenticity in methodology
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Early childhood educators insist on recognition of young children’s personal agency and have identified that young children experience life more holistically than any other age group. This paper identifies the irony that, despite clear evidence that artistic expression is essential to development in young children, to date, the field of art in early childhood education has rarely embraced phenomenology which would appear to be an ideal means of illuminating young children’s experiences. We exemplify the importance of congruence and authentic artistic experience with a study into young children’s experiences of displaying their art. We describe the central features of Giorgi’s (1985a, 1985b) approach to phenomenological psychology and assert its appropriateness not only on the grounds that it is an empirical, clear and concise way of uncovering human experience, but also because it is congruent with current understandings of early childhood and reveals the children’s authentic experiences of themselves as artists.
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|Item Type:||Journal Article|
|Keywords:||Research Methodology, Education, Early Childhood, Phenomenology, Young Children, HERN|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2009 Casa Editrice CLUEB|
|Deposited On:||30 Sep 2009 22:02|
|Last Modified:||24 Nov 2016 03:02|
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