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Picture This: Using Photography as a Learning Tool in Early Childhood Classrooms
... Literature Review using photographic methodologies with children. The efficacy of using photographic methodologies with children in research and educational settings has been extensively reported (Allen et al., 2002;Barrett Dragan, 2008;Baskwill & Harkins, 2009;Blagojevic & Thomes, 2008;Briggs, Stedman, & Krasny, 2014;Byrnes & Wasik, 2009;Capello, 2005;Epstein, Stevens, McKeever, & Baruchel, 2006;Ewald, 2001;Marinak, Strickland, & Keat, 2010;Savage & Holcomb, 1999;Thompson & Williams, 2009). Among these reports, considerable variability existed in the precise photographic methodologies employed as well as in the factors involved in implementation. ...
... The image's power to evoke interest, emotion, and response has been demonstrated across academic disciplines and educational contexts (Barrett Dragan, 2008;Capello, 2005;Collier, 1957). Naturally curious and egocentric, children find cameras and personal photographs (both those of and taken by the child) intriguing and intrinsically motivating (Barrett Dragan, 2008;Byrnes & Wasik, 2009;Capello, 2005;Ewald, 2001;Thompson & Williams, 2009). Using a camera, technology typically reserved for older children and adults, feeds young children's desire to feel capable and powerful. ...
... By inviting participants into the data gathering process, photographic methodologies, especially participatory photographic methodologies, empower children by minimizing the inherent power imbalance between researcher and participant or between teacher and student (Ching, Wang, Shih, & Kedem, 2006). Byrnes and Wasik (2009) emphasized that "Having children make decisions about what pictures to take, and having them actually use the camera to take the pictures, will increase learning opportunities and make the activities more salient to the children" (p. 244). ...
Islanders Helping the Early Acceleration of Readers Together (IHEART) is an inschool
tutorial program for first grade students who struggle with literacy tasks, according
to formal and informal assessments and teacher observations. The purpose of this
study was to gauge the impact of teacher candidates’ (TCs) reading tutorial sessions.
A convergent parallel mixed methods design was employed to collect and analyze data
in the form of reading assessments (Observation Survey tasks [Clay, 2013]), surveys,
and interviews. Student assessment results revealed that the children made significant
growth on assessments. Tutor survey results showed that the tutors reflected on lesson
planning, applied what they learned in university courses to their tutoring sessions, valued collaboration with other tutors, and developed their own teaching styles. The
teachers and the principal also held positive views of the program, and all groups
provided suggestions for the following semester’s implementation of IHEART. This
study has implications for the continuation of this particular program, as well as for
others who are seeking to sustain and implement a tutoring program at a school site.
... In contrast to textbooks, AR enables the creation of accurate 3D figures as representations of abstract ideas. The student's eyes can be opened to a wide range of previously unknown possibilities using this new technology, [8], [9], [10]. ...
... Photography can help to illustrate concepts and introduce the intangible by teachers, instructors, and lecturers. It serves as a bridge between the tangible and the abstract, allowing learners to visualize unfamiliar concepts in relatable and engaging ways (Byrnes & Wasik 2012). For example, the photograph in Figure 1 of fishers using a traditional fishing trap off the coast of Vilankulo in Mozambique can be used to initiate classroom conversation about eco system services and even complex social ecological systems in higher education. ...
This discussion paper explores the multiple roles of photography in the realms of science and education, celebrating its diverse applications, while offering a cautious perspective on its use. The authors advocate that photography is a useful tool for sustainability transfer underscoring the ways in which photography can transcends barriers in education and research communication. The paper begins by highlighting the value of photography in education and research, providing examples of its use. Light is shed on the utility of photography in report writing and scientific publications, and cautionary notes are provided on some of the limitations of photography in research. Finally, personal reflections and lessons learned along the authors own photographic journeys are shared before some closing remarks are provided. The authors do not aim to give a systematic, near comprehensive or technical overview of the various aspects of photography, instead, they provide impulses and share experiences when it comes to the application of photog-raphy in teaching and research. As a fitting tribute to the subject matter, the paper is authored by two scientists who are also passionate photographers. With this paper the authors hope to pro-mote the responsible and ethical use of photography and to inspire others to see its value in enhancing knowledge and sustainability transfer.
... Penggunaan gambar menjadi salah satu cara yang dapat digunakan dalam proses belajar mengajar. Byrnes & Wasik, (2009) menyebutkan bahwa gambar tidak hanya mengungkapkan ribuan kata, tetapi dapat membantu mengajarkan ribuan kata ketika digunakan secara efektif dalam pengajaran kepada anak-anak. Penggunaan flashcard atau kartu bergambar juga dapat digunakan dalam pengajaran kosakata kepada anak usia dini. ...
Artikel ini bertujuan memberikan informasi pelaksanaan kegiatan pengabdian kepada masyarakat yaitu memberikan pelatihan kepada siswa di PAUD Annur yang berada di Cogreg, Kecamatan Parung, Bogor, Jawa Barat. Penggunaan aktivitas belajar yang bervariasi dan menyenangkan merupakan yang dilakukan oleh beberapa dosen dan mahasiswa Sastra Inggris UNPAM sebagai solusi dari beberapa permasalahan yang dialami anak-anak usia dini di PAUD Annur dalam belajar kosakata bahasa Inggris dan dapat memotivasi mereka untuk belajar Bahasa Inggris. Tujuan utama dilaksanakannya kegiatan ini adalah untuk membantu siswa PAUD melafalkan, mengingat dan memahami kosakata bahasa Inggris dengan mengunakan aktivitas yang bervariasi. Metode yang digunakan dalam pembelajaran adalah drilling dengan media flashcard, game, dan song. Tujuan pembelajaran adalah pengayaan kosakata nomina bahasa Inggris dengan topik Animals. Hasil pelaksanaan pengabdian menunjukkan bahwa penerapan pembelajaran kosakata bahasa Inggris dengan menggunakan kegiatan bervariasi dan media flashcard, game, dan song efektif membantu siswa melafalkan, mengingat dan memahami kosakata. Siswa PAUD Annur termotivasi belajar Bahasa Inggris.
Recent advancements in emerging technologies have changed how people go about their daily lives. These tools and platforms, for example, nature photography and citizen/community science projects, provide alternate methods for people to develop, retain, and disseminate information on various social, cultural, and political topics, such as environmental issues. These platforms also provide enormous potential for environmental educators to explore ways to increase student engagement, including their use in the outdoors. For this exploratory research study, we were guided by the following research question: In what ways, if any, can a nature photography activity in a summer environmental education program help spark students’ discussions and actions regarding the environment and environmental issues? Data was collected from five upper elementary and middle school students who attended a week-long summer program in August 2022 focused on coastal ecology at a local nature center (Massachusetts, USA). Data collection included educator observation notes of students, nature photography student worksheets, student-taken photographs, parent feedback forms, students’ end-of-the-day reflection entries, and student photographs for two citizen/community science projects. The findings suggest that (1) nature photography can help educators spark valuable discussion on the environment and environmental issues while engaging students in a hands-on outdoor activity, and (2) nature photography can help educators spark actions on the environment and environmental issues while engaging students in outdoor citizen/community science projects.
With a focus on Parker, a Black second‐grader, this paper explores how photographs taken by children reveal aspects of identity that adults do not always capture or deem important in school spaces. In fact, while Parker was often imaged and positioned in deficit ways, children's photographs expanded static narratives told about Parker. While troubling documentation, the findings highlight the ways children's capacities, strengths, and contributions are overlooked by images reproducing neoliberal logics.
This literature review examines the use of photography in educational research and in education, to learn how photography could be better used in teaching and learning mathematics and mathematics education research. The authors analyzed 125 publications published between 1975 and 2023 to identify different research methods and teaching solutions that utilize photography. Within educational research two main approaches that are often used combined were photo-elicitation (photographs are used in an interview as a stimulus) and photovoice (taking photographs is a way the participant communicates their perspective). Mathematics education research could also combine these methods, for example in identity research. Our findings regarding teaching show that photographs have an important role in connecting mathematics to the real world and for visualizing mathematics. The best way to engage students is when they take photographs of themselves as a starting point to mathematical activity. Based on this review we identify future exploratory directions and various research gaps.
Enabling opportunities for young children with disabilities to co-engage in learning activities alongside their non-disabled peers is essential for promoting equity in early childhood education. We investigate how collaborative technology can be designed to support young neurodivergent and neurotypical children in playing together. By integrating theories and methods from design, HCI, and the learning sciences, we iteratively designed, developed, and evaluated a novel tablet application called Incloodle-Classroom (Incloodle in short), that takes into account the needs of neurodiverse groups of children and the adults who support them during play. We deployed Incloodle in a kindergarten classroom of 15 neurodivergent and 16 neurotypical children over a 10-week period. Using interaction analysis, we present rich empirical understandings of how children interacted with each other, with adults, and with Incloodle. In doing so, we contribute new theoretical underpinnings to collaborative and accessible technology design, extending joint media engagement to encompass inclusivity and equity.
Diyanet İşleri Başkanlığı 2013-2014 eğitim yılıyla birlikte kendine yeni bir hizmet alanı açmış ve Cumhuriyet tarihinde ilk olarak resmi okul öncesi din eğitimini 4-6 yaş Kur’an Kursları ile başlatmıştır. Bu alanda her geçen yıl tecrübe kazanılmış olsa da çeşitli noktalarda bazı sorunların devam ettiği görülmektedir. Araştırmanın konusu 4-6 yaş Kur’an Kursları etkinlik kitaplarında yer alan hikâyelerin içerik ve resimlendirme bakımından okul öncesi çağındaki çocuklar için uygunluğunun incelenmesidir. Araştırmamızın amacı, okul öncesi dönemde okuma yazma bilmeyen çocuklar için hikâyelerin ve özellikle de hikâyelerde yer alan resimlerin ve görsellerin öğrenmede çok önemli bir paya sahip olduğunun altını çizerek etkinlik ve ders kitaplarının düzenlenmesine ve zenginleştirilmesine katkı sağlamaktır. Nitel bir araştırma olan çalışmada mevcut etkinlik kitapları incelenmiştir. Araştırma, var olan durumu, var olduğu şekilde betimlemeyi amaçlayan tarama modelidir ve etkinlik kitaplarındaki hikâyeler ve resimler betimsel analiz yoluyla incelenmiştir. Ulaşılan sonuçlara göre; 4-6 yaş Kur’an Kurslarındaki etkinlik kitaplarındaki hikâyelerin içeriklerinin okul öncesi çocukların seviyesine göre, bilgilendirme işlevini gören ancak etkileme ve çocukta merak uyandırma noktasında yetersiz olduğu, resimlerinin ise bazı hikâyelerde metne uygun olmadığı ve çocuğun hayal dünyasına hitap etmediği tespit edilmiştir. Bu konuda daha hareketli ve renkli resimlerle hazırlanmış ders ve etkinlik kitaplarının gerekliliği ortaya konmuş ve önerilerde bulunulmuştur.
Acquiring vocabulary words is an important aspect of preschool language development. Children who do not have opportunities to learn words at an early age will be at a disadvantage in developing a solid and diverse vocabulary base. A rich vocabulary facilitates early reading development. Without well-developed vocabularies, children are at risk for having difficulties learning to read and are likely to continue to have difficulties as they progress through school. Copyright © 2006 by the National Association for the Education of Young Children.
Childhood aggression predicts later high-risk behaviors. In this article, we describe Second Step, a primary prevention program designed to deter aggression and promote social competence of children from preschool through Grade 9. The curriculum is organized around three areas of social-emotional competency: empathy, social problem solving, and anger management. Theory and findings related to these core competencies are described, as are features of lessons, teacher training, and classroom instruction that promote learning and use of specific behavioral skills. Classroom, school, and family contexts that support student use and transfer of skills are also discussed. A review of formative and outcome evaluation studies of Second Step highlights challenges and recommendations related to program implementation.
New, unplanned uses for digital photography in the preschool classroom emerged as a Head Start teacher photographed her class participating in a science curriculum development project called Building Structures Exploration. The photographs enabled children to revisit and extend their investigations, to reflect on their building experiences and articulate the strategies employed, and to analyze and synthesize the building strategies. (TJQ)
Developmental and child psychology remains a vital area in modern psychology. This comprehensive set covers a broad spectrum of developmenal issues, from the psychology of the infant, the family, abilities and disabilities, children's art, imagination, play, speech, mental development, perception, intelligence, mental health and education. In looking at areas which continue to be very important today, these volumes provide a fascinating look at how approaches and attitudes to children have changed over the years. The set includes nine volumes by key development psychologist Jean Piaget, as well as titles by Charlotte Buhler and Susan Isaacs.
The paper focuses on children’s photographs as a method to use in research with children. Studies using photographs with children are reviewed and compared and a study conducted in one Icelandic playschool is described. The playschool was involved in a project where the purpose was to look at the ways children think about their early childhood educational setting and to develop methods for listening to children’s perspectives. The paper describes and compares two approaches where cameras were used. One group used digital cameras to take pictures in their playschool while they showed the researcher important places and things in the playschool. The other group was given disposable cameras that they could use unsupervised for a period of time. The results show that using cameras and children’s photos is a notable method to use when seeking children’s perspectives on their life in an early childhood setting.
This paper reports on efforts to access four‐year‐old children’s perspectives on their learning experiences. Interviews with children in various contexts were carried out using photographs of recent activities to stimulate discussion and recall. Small group interviews with a researcher or teacher; one‐to‐one interviews between researcher and child; researcher interviews with target child and a friend; researcher interviews with target child and a parent; and informal conversations between a researcher and child in the context of play and activities were the varying methods used. All contexts elicited useful information on children’s perspectives, although the focus groups were difficult to manage. Photographs were an effective way of locating the conversation in the child’s experience and adults were able to provide a supportive framework to encourage children to interpret their interests and involvement in learning. Children’s perspectives are an important source of information about what engages them in learning and why.
This study examines what changes to objects disrupt object-based (OB) attention in order to understand the nature of object representation. The experiments reported here used the Egly, Driver, & Rafal (1994) cueing paradigm, in which displays contain 2 objects. Responses to a target that appears at an invalidly cued location are faster when the target is in the object containing the cue than when the target appears equidistant but in a different object; this is the result of OB attention. We used more realistic looking objects and examined what changes occurring between cue and target disrupt OB attention. When OB attention is disrupted, we expect to see space-based (SB) attention: that all targets equidistant from the object are detected equally fast, regardless of which object they are in. We assume that changes that disrupt do so because the representation has changed radically enough that attention is disengaged from the pre-change object representation. Changes between cue and target, which occurred over 3 frames and 150 ms, included morphing of an object to a new identity; disappearance/reappearance of an object; rotation of an object 180 degrees in the picture plane; and translation of an object in a very small circle, maintaining its original orientation. Morphs and disappearance were expected to disrupt object constancy, resulting in SB attention, whereas rotation and translation, being events that should not affect object constancy, were expected to demonstrate OB attention. Translation also controlled for the frame to frame masking found when an object morphs. Results show that morphing, disappearance, and translation all resulted in SB attention, whereas rotation and a no-change condition resulted in OB attention. That translation disrupted OB attention leaves us unclear whether morphing disrupts because of identity change or because of masking effects. Future experiments aim to resolve this issue.
Presents tips for early childhood teachers on the use of photographs in the classroom. Includes suggestions for using the camera effectively, using photos of the children, and creating classroom activities with photos. Asserts that the photographs often enhance the meaning of a classroom activity for children. (KB)