Липпонен Л., Раджала А., Хильппо Я., Паананен М. Изучение основ визуальных методов, используемых в исследованиях с участием детей
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Липпонен Л., Раджала А., Хильппо Я., Паананен М. Изучение основ визуальных методов, используемых в исследованиях с участием детей // Современное дошкольное образование. Теория и практика. – 2017. – №10. – С.67–75.
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Аннотация
Растущий интерес к изучению и документированию достижений и жизненного опыта детей младшего возраста привел к более широкому использованию таких визуальных методов, как фотографии и видео. Однако проведенные на сегодняшний день исследования показали, что артефакты являются нейтральными инструментами и не выявили различий между функциями визуальных артефактов в процессе исследования и их функциями в жизни детей в более широком смысле. В связи с этим мы тщательно изучаем функцию визуальных артефактов, используя понятие реификации Э. Венгера, идею опосредствования Л.С. Выготского и историческую эпистемологию М. Вартофского. Мы оживляем теоретическое обсуждение показом наглядных ситуаций из нашего предыдущего исследования, проведенного в финском дошкольном учреждении. Затем мы обсуждаем полученные выводы с точки зрения полученных данных и общей картины, которая документирует и показывает достижения детей. Отмечается ряд последствий для образования.
Литература
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2. Bruner, J. 1986. Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
3. Christensen, P., and A. James. 2008. Research with Children: Perspectives and Practices. London: Routledge.
4. Clark, C. D. 1999. “The Autodriven Interview: A Photographic Viewfinder into Children’s Experiences.” Visual Sociology 14: 39–50.
5. Clark, A. 2005. “Listening to and Involving Young Children: A Review of Research and Practice.” Early Child Development and Care 175: 489–505.
6. Clark, A. 2010. “Young Children as Protagonists and the Role of Participatory, Visual Methods in Engaging Multiple Perspectives.” American Journal of Community Psychology 46: 115–123.
7. Cole, M., and N. Gajdamaschko. 2007. “Vygotsky and Culture.” In The Cambridge Companion to Vygotsky, edited by H. Daniels, M. Cole, and J. V. Wertsch, 193–211. New York: Cambridge University Press.
8. Collier, J. Jr. 1957. “Photography in Anthropology: A Report on Two Experiments.” American Anthropologist 59: 843–859.
9. Cook, T., and E. Hess, 2007. “What the Camera Sees and from Whose Perspective: Fun Methodologies for Engaging Children in Enlightening Adults.” Childhood 14: 29–45.
10. Edwards, A. 2014. “Learning from Experience in Teaching: A Cultural Historical Critique.” In Learning Teaching from Experience: Multiple Perspectives, International Contexts, edited by V. Ellis and J. Orchard, 47–61. London: Bloomsbury.
11. Einarsdottir, J. 2014. “Children’s Perspectives on the Role of Preschool Teachers.” European Early Childhood Education Research Journal 22: 679–697.
12. Engestrцm, Y. 1990. “When is a Tool? Multiple Meanings of Artifacts in Human Acivity.” In Learning, Working and Imagining. Twelve Studies in Activity Theory, edited by Y. Engestцm, 171–195. Helsinki: Orienta-Konsultit Oy.
13. Fenwick, T., R. Edwards, and P. Sawchuk. 2011. Emerging Approaches to Educational Research: Tracing the Socio-material. London: Routledge.
14. Freeman, M. 1998. “The Sociology of Childhood and Children’s Rights.” The International Journal of Children’s Rights 6: 433–444.
15. Freeman, M. 2000. “The Future of Children’s Rights.” Children & Society 14: 277–293.
16. Gillespie, A., and T. Zittoun. 2010. “Using Resources: Conceptualising the Mediation and Reflective Use of Tools and Signs.” Culture & Psychology 16: 37–62.
17. Goldman-Segall, R. 1998. Points of Wiewing Children’s Thinking: A Digital Ethnographer’s Journey. Mahwah, NJ: Lawrence Erlbaum Publishers.
18. Gray, C., and D. Harcourt. 2012. “Introducing Children’s Participatory Research in Action: Challenges and Dilemmas.” International Journal of Early Years Education 20: 221–223.
19. Harper, D. 2002. “Talking about Pictures: A Case for Photo Elicitation.” Visual Studies 17: 13–26.
20. Hilppц, J., K. Kumpulainen, L. Lipponen, and A. Rajala. Forthcoming. “Visual Artifacts as Mediational Means: A Methodological Investigation.”
21. Ilyenkov, E. 1977. The Concept of the Ideal. Philosophy in the USSR: Problems of dialectical materialism, 71–99.
22. Kumpulainen, K., L. Lipponen, J. Hilppц, and A. Mikkola. 2014. “Building on the Positive in Children’s Lives: A Co-participatory Study on the Social Construction of Children’s Sense of Agency.” Early Child Development and Care 184: 211–229.
23. Lather, P., and E. A. St. Pierre. 2013. “Post-qualitative Research.” International Journal of Qualitative Studies in Education 26: 629–633.
24. Latour, B. 2005. Reassembling the Social-An Introduction to Actor-Network-Theory. Oxford: Oxford University Press.
25. Leontiev, A. N. 1978. Activity, Consciousness, Personality. Englewood Cliffs, NJ: Prentice Hall.
26. Linell, P. 2009. Rethinking Language, Mind and World Dialogically: Interactional and Contextual Theories of Human Sense-making. Charlotte, NC: Information Age Publishing.
27. Lipponen, L., Kumpulainen, K. & Paananen, M. Forthcoming. “Children’s perspective to curriculum work: Meaningful moments in Finnish early childhood education.” In M. Fleer & B. van Oers, B. (eds.), International Handbook on Early Childhood Education. New York: Springer.
28. Mahn, H., and V. John-Steiner. 2002. “The Gift of Confidence: A Vygotskian View of Emotions.” In Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education, edited by G. Wells and G. Claxton, 46–58. Oxford: Blackwell Publishers.
29. Middleton, D., and S. Brown. 2005. The Social Psychology of Experience: Studies in Remembering and Forgetting. London: Sage.
30. Miettinen, R. 1999. “The Riddle of Things: Activity Theory and Actor-network Theory as Approaches to Study Innovations.” Mind, Culture, and Activity 6: 170–195.
31. Plowman, L., and O. Stevenson. 2012. “Using Mobile Phone Diaries to Explore Children’s Everyday Lives.” Childhood 19: 539–553.
32. Qvortrup, J. 1994. “Childhood Matters: An Introduction.” In Childhood Matters. Social Theory, Practice and Politics, edited by J. Qvortrup, M. Bardy, G. Sgritta, and H. Wintersberger, 1–24. Avebury: Aldershot.
33. Ritella, G., and K. Hakkarainen. 2012. “Instrument Genesis in Technology Mediated Learning: From Double Stimulation to Expansive Knowledge Practices.” International Journal of Computer-supported Collaborative Learning 7: 239–258.
34. Sannino, A. 2008. “Sustaining a Non-dominant Activity in School: Only a Utopia?” Journal of Educational Change 9: 329–338.
35. Sannino, A., and B. Sutter. 2011. “Cultural-historical Activity Theory and Interventionist Methodology: Classical Legacy and Contemporary Developments.” Theory & Psychology 21: 557–570.
36. Schoultz, J., R. Sдljц, and J. Wyndhamn. 2001. “Heavenly Talk: Discourse, Artifacts, and Children’s Understanding of Elementary Astronomy.” Human Development 44: 103–118.
37. Smith, A., J. Duncan, and K. Marshall. 2005. “Children’s Perspective on their Learning: Exploring Methods.” Early Child Development and Care 175: 473–487.
38. Sommer, D., I. Pramling Samuelsson, and K. Hundeide. 2010. Child Perspectives and Children’s Perspectives in Theory and Practice. Milton Keynes: Springer.
39. Stetsenko, A., and I. M. Arievitch. 2004. “The Self in Cultural-Historical Activity Theory: Reclaiming the Unity of Social and Individual Dimensions of Human Development.” Theory & Psychology 14: 475–503.
40. Thomson, P., ed. 2008. Doing Visual Research with Children and Young People. London: Routledge.
41. Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.
42. Vygotsky, L. S. 1994. “The Problem of the Environment.” In The Vygotsky Reader, edited by R. Van der Veer and J. Valsiner, 325–354. Oxford: Blackwell.
43. Vygotsky, L. S. 1997. “The Historical Meaning of the Crisis in Psychology: A Methodological Investigation.” In The Collected Works of L.S. Vygotsky: Vol. 3. Problems of the Theory and History of Psychology, edited by R. B. Rieber, and J. Wollock, 233–343. New York, NY: Plenum.
44. Wartofsky, M. 1979. Models, Representation, and the Scientific Understanding. Boston: Reidel.
45. Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge : Cambridge University Press.
46. Zittoun, T., and F. Cerchia. 2013. “Imagination as Expansion of Experience.” Integrative Psychological and Behavioral Science 47: 305–324.
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