Browsing by Subject "pienet kertomukset"
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(2019)The goal of the “new paradigm” in childhood studies and specifically child perspective research is to bring the child into the center of producing information regarding their lives. Various methods based on oral storytelling are considered appropriate for presenting such things that children consider meaningful. Using visual methods aims at increasing children's possibilities in self-expression within the means of the research. From these premises I designed a child perspective narrative study, meant to chart the fourth grader's experience of the school forest. However, new and more acute research problems arose from the data produced in the study: How has the research setting limited, or on the other hand, made possible what is being told? What is expected from the listener for the stories to be heard? 22 4th graders participated in the study in the spring of 2016, and were presented with the question: "What would you like to share with the researcher about the school forest?". To begin with their stories the pupils first photographed the school forest. Photo-elicitated narrative interviews were then conducted with each participant. The material was interpreted by means of narrative analysis, making use of the small stories approach. Reaching the “narrative space” within the research was challenging for the participants. The dominant form of expression was “showing” instead of narrating, or giving narrow descriptions of what is there in the forest: trees, stones, sticks. The narrative quality of the interviews was largely fragile. This resulted in the children's own school forest experience remaining rather distant. Reflexive thinking of the context of the narration, such as the research setting and being in school, brought out several factors prohibiting the narrative space from opening up, such as insufficient informing and the overriding of an explicit consent from the child. So called counter stories within the data were two stories, in which the children's subjective school forest experiences were celebrated. The narrative space was made possible by an inclusive interview interaction. The results of the study can be applied in the planning of ethically solid child oriented research, in which the child's own consent is given the weight it deserves and the challenges of conducting a research in school are consciously met. This is how the potential of children’s free narrating is more likely to flourish.
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(2018)Aims. Children’s voices and views have rarely been heard in previous studies about inclusion and exclusion in the preschool context. In addition, very little is known about children’s sense of belonging and how belonging operates in early childhood settings in general. There is a lack of research in this area, especially from children’s perspectives. Therefore, the aim of this master’s thesis is to examine children`s experiences of belonging and exclusion in their preschool peer groups. The study also examines the ways children build belonging into the stories they tell. The study attempts to investigate children’s voices and perspectives through researching children’s narratives. Methods. This qualitative study used a narrative approach to examine children’s perspectives on belonging. Ten preschool-aged children participated in the interviews (five girls and five boys) during the spring of 2018. A thematic analysis was conducted and small stories were used as an analytical tool. Results and conclusions. Small stories of belonging mainly related to children`s core friendship groups in the preschools. These core groups consist of children who usually play together and spend time together. Adults were not included in these stories. Children’s sense of belonging stemmed primarily from their core friendship groups but also from the community of children in general. Children’s experiences of exclusion usually took place during free playtime outside. They did not experience deliberate exclusion by others rather children described experiencing difficult join play outside. The results show that children build belonging mainly through their core friendship croups. Belonging expressed through we-talk and shared experiences and interests. Small stories also included the use of humor to express belonging.
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