Pre-schoolers’ Stewardship – Embracing Higgledy-piggledy Behaviours through Participatory Plaything

Södergren, Antonia Clasina; Montero, Calkin Suero

doi:10.1145/3501712.3529737

Cited by 4 publications

(5 citation statements)

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“…Participatory research methods' application to education research have also been well-documented (see e.g., Cumbo & Selwyn, 2022), and while the opportunities for young children to be involved in designing their learning experiences have been explored (e.g., in Finland, Leinonen & Venninen, 2012), further research and practical applications in ECE settings are still needed. Nevertheless, we find some examples of research in ECE contexts for instance involving young children in designing a science curriculum (Goulart & Roth, 2010), in designing solutions for reducing water-waste in their local community (Clasina Södergren & Suero Montero, 2022) and in researching topics of their interest related to environmental education (Green, 2017). From several of reported methodologies and frameworks, we learn that designing technologies or physical environments with children involves both low-tech tools, such as paper and pencils, as well as high-tech tools, such as mobile devices and apps.…”

Section: Background Workmentioning

confidence: 99%

“…Children's opinions should not be only listened to but also considered in decision-making (United Nations, 1989;MacNaughton, Hughes & Smith, 2007). Therefore, giving all children the possibilities to share their opinions, views and dreams is crucial to support their skills and development from young age (Druin, 2002;Clasina Södergren & Suero Montero, 2022). It follows that in educational settings children benefit from participating in designing their everyday activities and the environments in which they act (see e.g., Dillon, Vesala & Suero Montero, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In terms of the inclusive involvement of children in the design of technology and physical environments, a well-known practice is p-ISSN: 2184-044X e-ISSN: 2184-1489ISBN: 978-989-35106-3-6 © 2023 the implementation of participatory design (PD) (Druin, 2002) also within educational research (Cumbo & Selwyn, 2022). However, challenges arise when involving young pre-school children in design activities, as they may not be able to verbalise their thoughts and ideas clearly, may have limited attention spans (Clasina Södergren & Suero Montero, 2022) or may not find the design activities fun or motivating (Schepers, Dreessen & Zaman, 2018). We pose that to face these challenges, one single tool for design in early childhood education (ECE) settings may not be enough to maximise the outcomes of the design activity.…”

Section: Introductionmentioning

confidence: 99%

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Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).

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Section: Background Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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Section: Background Workmentioning

confidence: 99%

“…In terms of the inclusive involvement of children in the design of technology and physical environments, a well-known practice is the implementation of participatory design (PD) (Druin, 2002) also within educational research (Cumbo & Selwyn, 2022). However, challenges arise when involving young pre-school children in design activities, as they may not be able to verbalise their thoughts and ideas clearly, may have limited attention spans (Clasina Södergren & Suero Montero, 2022) or may not find the design activities fun or motivating (Schepers, Dreessen & Zaman, 2018). We pose that to face these challenges, one single tool for design in early childhood education (ECE) settings may not be enough to maximise the outcomes of the design activity.…”

Section: Introductionmentioning

confidence: 99%

Designing With Multiple Tools – Supporting Young Children Agency in Early Childhood Education

2023

Education and New Developments

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Children's rights to participate designing their everyday activities and environments have been widely declared in international regulations. The practical implementation of these rights has also been advocated in educational research to support children's agency development. However, reported challenges such as young children's difficulties verbalising their thoughts, may discourage researchers to carry out investigations with children in early childhood education (ECE) environments. Tackling this issue, we present our exploratory work in Finland involving young children (9 girls, 5 boys, ages 4-6 years) designing a greenhouse space in their day-care using multiple tools. The design activity was carried out as part of the children's environmental education curriculum and was implemented through a participatory design (PD) framework to support and foster children's agency during the research. We gave the children low-tech tools (coloured pencils, paper) as well as with high-tech tools (drawing and augmented reality (AR) apps) to complete the design of their ideal greenhouse during four PD workshops: 2 workshops using an AR app, 1 workshop using a drawing app and 1 workshop using pencils and paper to draw. We explained the low-tech and high-tech tools to be used at the beginning of each workshop, allowing children to familiarise with them, if needed. Data were gathered through observations, videos, interviews and researchers' notes. Children had the freedom to spend as much time as they needed in the design activity and the ECE personnel accompanied two researchers with the children to provide familiarity and support. The workshops ended with a group interview where children were invited to describe their designs. Here we present how each tool type supported the children differently in their design activities by engaging and offering them suitable mechanisms to express their views and wishes, encouraging verbal expressions and interactions, and thus, fostering children's agency as well as assisting the researchers' work. Furthermore, the different affordances of the tools encouraged the production of diverse results through which children could record their "construction of meaning" during the design activities. Based on our experiences during this exploratory work, we advocate the use of multiple tools, particularly when carrying out participatory design activities with young children. Due to their different affordances, the provision of high-and low-tech tools for supporting young children's design can reflect better the children's individual skills, agency and interests and, therefore, offer researchers and designers a more efficient communication channel and a more holistic understanding of the design outcomes.

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