Using creative research methods and movement to encourage reflection in children

Bibliographic Data

ID12724841
AuthorsJennifer Leigh (0000-0001-6319-4269, University of Kent, corresponding author)
Year2019
Volume18
Issue2
Pages130-142
Publication date2019-11-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Research (JOURNAL)
Journal identifiersISSN: 1476-718X • E-ISSN: 1741-2927
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476718x19885992
OpenAlexW2959099680
LanguageEN
Citations received7
References cited62

Reflection is a vital part of learning, and yet in early childhood, research work on reflection is most commonly on that undertaken by teachers, and not children. This article draws from a participatory study showing how creative research methods and somatic movement enabled 22 children aged 4–11 to reflect on their experiences and document their reflections, and report findings for children aged 4–8. The aim of the research was to encourage the children to reflect deeply on their experiences, and to generate rich data. These data were used at the end of the study to stimulate discussion. The children demonstrated that they were able to reflect and articulate their experiences of the pressure to be right, the processes of journaling and drawing and reflection itself. The study used a variety of methods including journaling, drawing, mark-making and modelling as part of regular sessions of somatic movement exploration and education over 2 years within the school day

Aesthetics · Citizen journalism · Creativity · Early childhood education · Educational research · Journaling file system · Mathematics education · Movement (music · Participatory action research · Pedagogy · Reflection (computer programming · Sociology · Variety (cybernetics · Children's Rights and Participation · Computer Science · Early Childhood Education and Development · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology