'Seeing Is Believing': Exploring the Perspectives of Young Autistic Children through Digital Stories

Autor/inn/en	Parsons, Sarah; Ivil, Kathryn; Kovshoff, Hanna; Karakosta, Efstathia
Titel	'Seeing Is Believing': Exploring the Perspectives of Young Autistic Children through Digital Stories
Quelle	In: Journal of Early Childhood Research, 19 (2021) 2, S.161-178 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parsons, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X20951235
Schlagwörter	Autism; Pervasive Developmental Disorders; Story Telling; Preschool Children; Foreign Countries; School Readiness; Child Development; Video Technology; Preschool Education; Males; Student Participation; Learner Engagement; Student Characteristics; Student Needs; Student Interests; Concept Mapping; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Readiness for school; School ability; Schulreife; Kindesentwicklung; Male; Männliches Geschlecht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studieninteresse; Concept Map
Abstract	Young autistic children are amongst the most scrutinised and assessed in their everyday lives, often leading to characterisations and descriptions that focus on their difficulties and challenges rather than on their abilities, strengths and positive experiences. Consequently, much discussion about autistic children tends to forget that they are children first. While research has considered the transitions of autistic children from primary to secondary school, and from secondary to post-compulsory contexts, there is almost no research focusing on transitions for young autistic children from nursery to primary schools. There is also very limited representation of their voices and experiences being explored, promoted, and valued directly as evidence in their own right. We aimed to address this gap through a project funded by the Froebel Trust and co-constructed with practitioners and families. The project used an innovative Digital Storytelling methodology to explore the experiences and perspectives of five 4-year-old autistic children, and their families, as the children prepared to make the transition from an inclusive day nursery to primary school. This paper provides an overview of the rationale, methodology, and findings of the project to address two related questions: How do we listen to those children who 'have no words'?; and what do we learn from them when we do? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01