Inviting Young Children to Document Their Experiences of Success: A Qualitative Investigation of Factors Triggering Engagement in Early Education Classrooms

• In Event: Young Participants as Partners in Research

Abstract

Objectives. This study investigated factors that trigger students’ engagement in early education classrooms. Children were invited to photograph different elements supporting their experiences of succeeding in various learning situations. Earlier studies have shown that experiencing success increases confidence and engagement for learning (Bandura, 1997) and engaged children actively self-regulate their learning (Cleary & Zimmerman, 2012).

Perspectives. In photo-elicitation interviews (PEI) different kinds of images (photos, videos etc.) are inserted into interviews and used to stimulate informants’ abilities to reflect upon and explain their experiences and perspectives (Harper, 2002). This study used children’s own photos in the interviews.

Previous studies of self-regulated learning (SRL) have well-documented the relationship between confidence, success and SRL. For example, successful learners self-regulate their learning by using a repertoire of strategies to guide and enhance their learning processes (Zimmerman & Schunk 2008). They feel confident in their capabilities of performing effectively and succeeding in specific situations (Maddux & Gosselin, 2003). Consequently, they expend more effort and persistence (Multon, et al., 1991).

Methods. Participants were 15 children (60% girls) ages 6 to 9 from four Finnish primary school classrooms in three grade levels: first grade (13.3%), second grade (33.4%) and third grade (53.3%). During 7 weeks, children participated in a ‘detective course’ where they were equipped with iPods to capture successful moments in formal and informal situations. These captured situations were investigated using PEI where researchers interpretated the elements of succeeding together with children.

In total, the PEI data comprised 195 photos and 24 interviews (total of 8 hours, 1 to 2 interviews per child). The photos were analyzed by the framework adapted from critical visual methodology (Rose, 2007) that concentrated on summarizing exactly what can be seen in the photo such as people, artefacts, and activities. The interviews were analyzed through content-analysis in three phases; identifying a) the level of succeeding (e.g., succeeded well), b) ways of succeeding (e.g., by myself), and c) reasons for succeeding (e.g., domain specific skills).

Results. The results show that children’s experienced success contributed to their engagement in early education classroom. The PEI method data showed that success was triggered with familiar artefacts and by teacher support. In general, children experienced succeeding well most of the time (93%). Most typically children experienced succeeding by themselves (60%). Children experienced succeeding with the help of an adult 22% of the time, and 18% of the time it was together with peers. Most important reasons for succeeding were familiar artefacts (18%), good domain specific skills (18%), help and support (14%), and availability of proper resources (9%).

Significance. PEI proved to be highly useful when involving young children in the research. With this method, we were able to gain knowledge about factors supporting success and engagement from young children’s points of view and through children’s voices instead of relying on researcher’s interpretations.

Author

• Elina Maatta, University of Oulu