Playschool in pictures: children’s photographs as a research method

Einarsdóttir, Jóhanna

doi:10.1080/03004430500131320

Cited by 209 publications

(209 citation statements)

References 16 publications

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“…"Children were quite interested in the depth and distance of the landscape and the absence of obstacles like walls and bushes" (Gandini, 2012, p. 7). Children's perspectives of school lives in Iceland through photography revealed they enjoyed taking pictures and using them to communicate their thinking with others (Einarsdottir, 2005). In this study children's photographs were influenced by accompanying adults, and when they freely took pictures with no adults present, they took unique pictures, including "bathrooms, hallways, and cubbies" where they could wander and explore.…”

Section: Previous Studies Of Children's Views Of Play and Peismentioning

confidence: 99%

“…Photography can represent children's meanings of their activities (DeMarie, 2001;DeMarie & Ethridge, 2006;Einarsdottir, 2005;Kumpulainen, Lipponen, Hilppo, & Mikkola, 2013;Sairanen & Kumpulainen, 2014). When asked to photograph people or things with "social attachments and meaning" to explain their lives, children photographed their play interactions with others (Clark-Ibanez, 2004).…”

Section: Previous Studies Of Children's Views Of Play and Peismentioning

confidence: 99%

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Full Issue February 2017

Editors¹

2017

IJEP

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The study of violence and bullying in schools is a line of scientific research that has contributed significantly to knowledge on human aggressiveness, especially in children and adolescents. This article shows that there are two patterns of aggressive behavior: proactive and reactive. Both are present in bullying, as are other psychological aspects pertaining to the individuals involved, such as basic personality traits, self-esteem and values. This study links both proactive and reactive behavioral patterns to involvement and non-involvement in school bullying. The results reveal that basic personality traits, such as neuroticism, have a direct impact on proactive and reactive bullying, as do the social and individual dimensions of self-esteem and social and moral values. These findings confirm that variables relating to personal and social values are, in turn, related to proactive and reactive aggressive behavior in bullying for those involved and not involved in bullying. However, they also highlight that while aggressors engage in more proactive aggressive behavior, reactive aggression is more frequent among victims.Keywords: Aggressive Behavior, Bullying, Personality Traits, Self-esteem and Values Psychology, Vol. 6 No. 1 February 2017 pp. 1-24 IJEP -International Journal of Educational ResumenLa investigación sobre violencia escolar y bullying ha resultado ser una línea de de trabajo científico que ha contribuido de forma importante a los estudios sobre agresividad humana, especialmente en los años de la niñez y la adolescencia. El trabajo que este artículo presenta revela que la conducta agresiva en sus dos patrones básicos: conducta agresiva proactiva y conducta agresiva reactiva tienen presencia en el fenómeno bullying, así como otros aspectos de la psicología de los implicados (por ej. Aspectos básicos de personalidad, la autoestima, y los valores. Este estudio relaciona ambos patrones (reactivo y proactivo) con la implicación o no implicación en acoso escolar. Los resultados manifiestan que aspectos básicos de la personalidad, como el neuroticismo, inciden en la implicación en bullying tanto de forma proactiva como de forma reactiva, al igual que la autoestima y los valores sociomorales en sus dimensiones social e individual. Los resultados obtenidos en este trabajo confirman que las variables relativas a valores personales y sociales están relacionadas con la agresión reactiva y proactiva en bullying, tanto para la implicación como para la no implicación en el mismo, aunque se destacan como los agresores muestran una mayor presencia del patrón agresivo pro-activo y las víctimas, con una mayor presencia del patrón reactivo.Palabras clave: Agresividad, acoso, rasgos de la personalidad, autoestima y valores. Psychology, 6(1) 1 nterpersonal violence. Labeling certain aggressive behaviors as "violence" is controversial within the field of scientific research. Regarded as an expression of aggressive attitudes and behaviors, violence carries social connotations that hinder the understanding o...

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Section: Previous Studies Of Children's Views Of Play and Peismentioning

confidence: 99%

Section: Previous Studies Of Children's Views Of Play and Peismentioning

confidence: 99%

Full Issue February 2017

Editors¹

2017

IJEP

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show abstract

“…For the current study the researcher posed an issue and kept on probing and hence kept the ball rolling, enabling her to elicit significant information from the children (Creswell, 2009). The researcher also used pictures, storytelling, art work, and songs (Einarsdottir, 2005;Palaiologou, 2012) for the group discussions to enable children to explore more ideas.…”

Section: Focus Group Interviewsmentioning

confidence: 99%

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Mligo

2017

Early Child Development and Care

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“…When children capture pictures of the environment, they are in charge of their own decisions; they are experts of their own interest while providing evidence (Einarsdottir, 2005). Through photography, children capture pictures of what they want, and at the same time making choices on things that are most important to them or things that make an impression on them (Cook & Hess, 2007;Einarsdottir, 2005). However, with respect to the child"s perspective, it is important to bear in mind that children"s expression of meaning is always taking place in a certain situation and a specific context, based on his or her earlier experiences and capacity to express himself or herself (Samuelsson, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…It has been realized that through photography, children have described themselves not just as artists, but also as thinkers and decision-makers. When children capture pictures of the environment, they are in charge of their own decisions; they are experts of their own interest while providing evidence (Einarsdottir, 2005). Through photography, children capture pictures of what they want, and at the same time making choices on things that are most important to them or things that make an impression on them (Cook & Hess, 2007;Einarsdottir, 2005).…”

Section: Introductionmentioning

confidence: 99%

Preschool Children Preferences on their School Environment

Sahimi

2017

ajE-Bs

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Children and adults have different views and preferences about the environment around them. Digital camera pictures offer a tangible documentation and representations of children"s perception and preferences regarding their school environment. This study is to identify children"s photography selection and preferences on the school environment, both indoors and outdoors. This study was conducted on 19 preschoolers (n=19) of age 4 and 5 using the project based approach. The children were given a digital camera and were asked to take pictures of things in their school environment that they really liked. Their photographs were analyzed to see their overall preferences about their school environment.

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Playschool in pictures: children’s photographs as a research method

Cited by 209 publications

References 16 publications

Full Issue February 2017

Full Issue February 2017

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Preschool Children Preferences on their School Environment

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