Revealing the experience of children and teachers even in their absence

Documenting in the early childhood studio

Bibliographic Data

ID12724802
AuthorsWill Parnell (0000-0001-6760-6582, Portland State University, corresponding author)
Year2011
Volume9
Issue3
Pages291-309
Publication date2011-03-08
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Research (JOURNAL)
Journal identifiersISSN: 1476-718X • E-ISSN: 1741-2927
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476718x10397903
OpenAlexW2132991026
LanguageEN
Citations received5
References cited14

Inspired by the educational approach in the municipal pre-primary schools and infant-toddler centers of Reggio Emilia, Italy, two studio teachers and a researcher participant in Portland, Oregon capture classroom work, make investigations and interpretations in the studio as a laboratory space of learning, help children represent thinking, and collaboratively share their ideas with colleagues, parents, and their local community. Through their work of documenting young children’s learning, a researcher-participant aims to liberate the studio teachers’ narrative-episodes with a fundamental question: what meaning can be found in the studio experiences of documenting young children’s learning? The research results are phenomenological in nature and cascade into three narrative-episodes and discussions. Conclusions and implications for future research follow. In the end, the team finds the importance in their studio practice as a way to create meaning in everyday experiences

Art · Developmental psychology · Early childhood · Early childhood education · Meaning (existential · Narrative · Narrative inquiry · Participant observation · Pedagogy · Qualitative research · Social science · Sociology · Studio · Toddler · Transformative learning · Visual arts · Children's Rights and Participation · Early Childhood Education and Development · Educational and Social Studies · Psychology

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