Children’s Voices on Play in a Mosaic Approach Study: Children as Conscious Participants in a Case Study

Year 2009, Volume: 26 Issue: 1, 35 - 48, 02.09.2015

Carmen Huser

Abstract

This inquiry addresses the important topic of children’s play within Early Childhood Education. While much research on play showed perspectives from different disciplines, this case study firstly attempts to add the children’s views. Secondly, this study aims to provide participatory opportunities for children to review their play and by this, become conscious participants in the research process. Within a post-modern perspective of children as holder of rights and experts of their life, the research question was: How do 4-5 year old children themselves perceive their self-initiated social pretend play with peers in kindergarten? In this case study a group of ten children in one kindergarten participated in a range of methods taken from the Mosaic Approach (Clark & Moss, 2008) over a period of ten weeks. Following a fluid, qualitative multi-method approach to data, children’s play episodes were video-recorded and reviewed with them. In pair interviews children reflected on their play episodes. Participatory techniques such as photographs or drawings facilitated children’s ability to express their reflections in a creative, non-verbal way. The data from each child was pieced together into little mosaics. Simultaneously, the whole data set became a collective entity which created one mosaic of children’s voices on play centred around the emerging themes of flexible resources, self-control, sharing meanings, joy and friendship. Within a trusting atmosphere, children feel emotionally secure and consciously take control over their participation in research. Putting participatory techniques into practice and reflecting on children’s play with them offer new insight for children and practitioners.

Keywords

Children’s voices, social pretend play, mosaic approach, participatory techniques

Children’s Voices on Play in a Mosaic Approach Study: Children as Conscious Participants in a Case Study

Abstract

This inquiry addresses the important topic of children’s play within Early Childhood Education. While much
research on play showed perspectives from different disciplines, this case study firstly attempts to add the
children’s views. Secondly, this study aims to provide participatory opportunities for children to review their
play and by this, become conscious participants in the research process. Within a post-modern perspective of
children as holder of rights and experts of their life, the research question was: How do 4-5 year old children
themselves perceive their self-initiated social pretend play with peers in kindergarten? In this case study a
group of ten children in one kindergarten participated in a range of methods taken from the Mosaic Approach
(Clark & Moss, 2008) over a period of ten weeks. Following a fluid, qualitative multi-method approach to
data, children’s play episodes were video-recorded and reviewed with them. In pair interviews children
reflected on their play episodes. Participatory techniques such as photographs or drawings facilitated
children’s ability to express their reflections in a creative, non-verbal way. The data from each child was
pieced together into little mosaics. Simultaneously, the whole data set became a collective entity which
created one mosaic of children’s voices on play centred around the emerging themes of flexible resources,
self-control, sharing meanings, joy and friendship. Within a trusting atmosphere, children feel emotionally
secure and consciously take control over their participation in research. Putting participatory techniques into
practice and reflecting on children’s play with them offer new insight for children and practitioners.

Keywords

Children’s voices, social pretend play, mosaic approach, participatory techniques

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