The Voices of Their Childhood: Families and Early Years' Practitioners Developing Emancipatory Methodologies through a Tracer Study

Autor/inn/en	Whalley, Margy; Arnold, Cath; Lawrence, Penny; Peerless, Sally
Titel	The Voices of Their Childhood: Families and Early Years' Practitioners Developing Emancipatory Methodologies through a Tracer Study
Quelle	In: European Early Childhood Education Research Journal, 20 (2012) 4, S.519-535 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2012.739825
Schlagwörter	Video Technology; Parent Participation; Parent School Relationship; Aptitude Treatment Interaction; Child Advocacy; Educational Practices; Student Empowerment; Personal Autonomy; Transitional Programs; Student Experience; Beliefs; Interviews; Participant Characteristics; Teacher Student Relationship; Protocol Analysis + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kinder- und Jugendanwaltschaft; Bildungspraxis; Studienberechtigung; Individuelle Autonomie; Studienerfahrung; Belief; Glaube; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The Pen Green Tracer Study questions the difference we may or may not have made to children's lives. An initial cohort of young people, now aged between 11-20, revisited their nursery in 2010. Their stories prompted discussion on parental involvement and advocacy within the education system, key worker attachment, and children's sense of self. Our second cohort is composed of young people whose experience of the education system is characterised by difficulties and challenge. Using video within a groundbreaking new research methodology, our findings give us new insight into the child's voice, transforming our understanding of a child's world. We are questioning practice: Did our commitment to encouraging agency and autonomy work for every child? Did children experience disequilibrium on transition to school that inhibited their development? Did we engage effectively with their parents? (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10