children's perspectives of well- being in english and new zealand primary schools anne kellock...
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Children's perspectives of well-being in English and
New Zealand primary schools
Anne Kellock
Sheffield Hallam University
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Introduction
• About the research • Methodological approach • Methods• Data themes• Stories of change• Making sense of it all• Model of understanding well-being
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Clare (8): This is where we go to talk in the playground
About the research
• As part of a funded PhD research project• Background – primary school teacher, psychology and
counselling, interest in visual arts and well-being• Context - schools in UK and New Zealand, focus on 8-10
year old children to access their views on their own well-being
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Methodological Approach
• Children as experts (Christensen and Prout, 2002)
• Children as researchers (Kellett, 2008)
• Visual communicating (Reavey and Johnson, 2008)
• Photography as accessible (Rose, 2007)
• Participatory Action Research (Kagan, Burton and Siddiquee, 2008, Reason, 1988)
• Indigenous Methodology (Tuhiwai Smith, 1999)
• Working with children (Banister and Booth, 2005; Mayall, 2000; Sixsmith, Duckett and Kagan, 2005)
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Methods
• Tour of the School
• Photo Art• Feelings
Dictionaries• Facial Expression
Chart• Storyboards• Identity Work• Reflections
James (10) Feeling Dictionary
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Data
• People (including friendship)• Place and environment• Being physically active• Being creative• Play• Learning• Autonomy and choice• Rules• Needs
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Angel (10): My brother
Stories of Change...
• increased enhanced self-expression through visual communication
• enhanced visual literacy• calmer and more focused in small
group settings• increased empathetic skills• increased self-confidence• increased contributions in school• positive feelings from being heard• more confident to take on
challenges and appearing ‘happier’
Megan (8): Teddy is special to me.
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Making sense of it all
• Children’s themes• Community Psychology• Sen’s Capability Approach
Community Psychology
• Understanding and helping people in their natural and social settings (Orford, 1992)
• Comprehending the “whole” child in context (Pooley et al, 2002:p.6)• Children can be understood as “… community beings …” or “… active social
agents …” (James and Prout, 1997:p.18) • Belonging to a community can provide a sense of emotional safety, sense of
belonging and identity, as well as offering boundaries (Pooley et al, 2002: pp.8) • Social connectedness as being “one of the most powerful determinants of our
well-being” (Putnam, 2000: pp.326) • Bronfenbrenner (1979) systems theory and Bird and Drewery (2000)
Interconnected Diagram
• In this study: key points – children as network members, learning environment, social skills development
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Sen’s Capability Approach
• Sen (1999): Development as Freedom• Capabilities are a person’s ability to lead a life they have
reason to value (Robeyns, 2003 and Sen, 1999) • Functioning is the actual achievement stemming from
capability, thus the difference lies between the potential and the outcome (Walker and Unterhalter, 2007)
• Capabilities in this study: Being a learner, being physically active, being creative, being social
• Resources, positive functions and potential barriers
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Model of understanding well-being3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
Conclusions and questions
• Thank you.
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011
References
• Banister, E. and Booth, G.J. (2005) Exploring innovative methodologies for child-centric consumer research Qualitative Market Research 8: 2 pp.157-175
• Bird, L. and Drewery, W. (2000) Human Development in Aotearoa: A Journey Through Life Auckland: McGraw-Hill Book Company New Zealand Limited
• Bronfenbrenner, U. (1989) Ecological systems theory Annual Child Development 6 pp. 187-249.• Christensen, P., and Prout, A. (2002) Working with ethical symmetry in social research with children Childhood 9: 4 pp.477-497.• James, A. and Prout, A. (Eds) (1997) Constructing and Reconstructing Childhood London: Falmer Press • Kagan, C., Burton, M. and Siddiquee, A. (2008) Action Research in C. Willig and W. Stainton-Rogers (Eds) The Sage Handbook of
Qualitative Research in Psychology London: Sage Publications Ltd pp.32-53• Kellett, M. (2008) Children as active researchers: a new research paradigm for the 21st century? ESRC National Centre for Research
Methods, Review Paper• Mayall, B. (2000) Conversations with Children: Working with Generational Issues in P. Christensen and A. James (Eds) Research with
Children: Perspectives and Practices Falmer Press: London• Orford, J. (1992) Community Psychology: Theory and Practice Chichester: John Wiley & Sons Ltd • Pooley, J.A., Pike, L.T., Drew, N.M. & Breen, L. (2002) Inferring Australian children’s sense of community: a critical exploration
Community, Work & Family 5: 1 pp.5-22. • Putnam, R.D. (2000) Bowling Alone New York: Simon and Schuster• Reavey, P. and Johnson, K. (2008) Visual Approaches: Using and Interpreting Images in C. Willig and W. Stainton-Rogers (Eds) The
Sage Handbook of Qualitative Research in Psychology London: Sage Publications Ltd. pp.296-314.• Robeyns, I. (2003) Sen’s Capability Approach and Gender Inequality: Selecting relevant capabilities Feminist Economics 9:2 pp.62-
91. • Rose, G. (2007) Visual Methodologies: An Introduction to the Interpretation of Visual Materials London: Sage Publications Ltd• Sen, A.K. (1999) Development as Freedom Oxford: Oxford University Press • Sixsmith, J., Duckett, P. and Kagan, C. (2004) “I leave me outside when I come in school and pick myself back up on the way home.”
Young people’s perspectives on healthy schools Open Space-Open People 2004 Conference: Edinburgh• Tuhiwai Smith, L. (1999) Decolonizing Methodologies: Research and Indigenous Peoples New York: Zen Books Ltd • Walker, M. and Unterhalter, E. (2007) The Capability Approach: Its Potential for Work in Education in M. Walker and E. Unterhalter
(Eds) Amartya Sen‟s Capability Approach and Social Justice in Education New York: Palgrave Macmillan pp.1-18.
3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011