Narrative, Imaginary Play, Art, and Self: Intersecting Worlds

Autor/inn/en	Ahn, Jiryung; Filipenko, Margot
Titel	Narrative, Imaginary Play, Art, and Self: Intersecting Worlds
Quelle	In: Early Childhood Education Journal, 34 (2007) 4, S.279-289 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-006-0137-4
Schlagwörter	Play; Dramatic Play; Young Children; Personal Narratives; Kindergarten; Imagination; Freehand Drawing; Painting (Visual Arts); Identification (Psychology); Student Role; Scientific Concepts; Abstract Reasoning; Philosophy; Moral Values; Focus Groups + Suchen Sie Ihr Suchwort? Spiel; Dramatisches Mittel; Theaterstück; Frühe Kindheit; Erlebniserzählung; Drawing; Zeichnen; Malerei; Abstraktes Denken; Denken; Philosophie; Moral value; Ethischer Wert
Abstract	This study documented the ways in which the spontaneous narratives of a focus group of young children reflected the ways in which these children constructed meaning about their world and their place in it. Participants were six kindergartners who engaged in extended episodes of imaginary, dramatic play and produced complex descriptive narratives of their visual texts (i.e., drawings, paintings and three-dimensional objects). Data collected included transcripts of videotapes and audiotapes of children's narrative talk, field notes, memos and visual text artefacts. Three themes emerged from the qualitative analysis of the data: (1) "Engendering" emerged from observations of the ways in which children's narratives focused on "self" or "I" and revealed the ways in which children construct ("engender") their identities as moral, social, cultural and gendered beings; (2) "Crossing texts and re-configuration" emerged from the ways in which children negotiate their roles ("self") with others, that is, the children begin to see themselves in relation to others ("re-configuring" the "I" to "We"); and, (3) "Re-construction/re-imagination" emerged from the ways in which children use narrative to grapple with abstract scientific, philosophical and moral questions, that is, through narrative interactions with others, children build hypothesis about themselves and their world which, during subsequent narrative interactions, are challenged and re-formulated ("re-imagined"). The narratives created by these children revealed the complex journey they take in the process of forming a self-identity. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10