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Fotoğrafçı Olarak Çocuklar: Çocukların Düşüncelerini Yansıtmak İçin Bir Araç Olarak Fotoğraf Çekme

Yıl 2024, Cilt: 9 Sayı: 2, 186 - 198, 25.12.2024

Ayşegül Ergül

https://doi.org/10.47479/ihead.1480818

Öz

Eğitim etkinliklerinin her aşamasına çocukların etkin katılımının sağlanabilmesi kapsamında, çocuklarla bireysel veya grupça gerçekleştirilecek görüşmelerin değerlendirme çalışmalarının önemli bir parçası olması gerektiği düşünülmektedir. Bu görüşmelerde, farklı yöntemlerden yararlanılarak çocukların düşünce ve/veya becerilerini ayrıntılı ve açıklayıcı biçimde ortaya koyabilmeleri sağlanmalıdır. Bu çalışmanın temel amacı, foto-ses yöntemi aracılığıyla çocukların duygu ve düşüncelerinin incelenmesidir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseninden yararlanılmış, görüşme yöntemi kullanılmış ve doküman analizi yapılmıştır. Okul öncesi eğitim sınıfına devam eden 10 çocuk çalışmaya katılmıştır. Çalışmanın sonuçları arasında, çocukların fotoğraf makinesi ile fotoğraf çekme sürecine hemen uyum sağlamaları ve çektikleri fotoğrafları istekle açıklamaları dikkati çekmektedir. Çocuklar dış ortamları, bu ortamlarda bulunan canlı ve cansız unsurların fotoğraflarını çekmeyi daha çok tercih etmiştir. Çocukların belirli amaçlarla veya serbest olarak fotoğraf çekmesine ve bu görselleri diğer insanlarla paylaşmasına, eğitim etkinliklerinin bütün aşamalarında planlı ve sistemli bir şekilde yer verilmesi önerilmektedir. Çocukların çektikleri fotoğrafların portfolyolar kapsamına alınması oldukça yararlı görülmektedir. Bunun için gelişimsel ilerlemeyi gösteren, belli amaçlarla çekilmiş ve belirli aralıklarla tekrarlanan fotoğraflama çalışmaları gerçekleştirilmelidir.

Anahtar Kelimeler

Düşünceyi yansıtma foto-ses yöntemi değerlendirme çocuklarla görüşme okul öncesi

Kaynakça

  • Aksan, A. N., & Kutluca, A. Y. (2021). Investigation of preschool teachers' use of technology in teaching in terms of technology self-efficacy levels. Kastamonu Eğitim Dergisi, 29(3), 611-626. https://doi.org/10.24106/kefdergi.738068
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  • Allmark, P., Stevenson, K., & Stotzer, T. (2017). Having a voice and being heard: Photography and children’s communication through photovoice. In F. Martin & S. Jarvis (Eds.), Refereed proceedings of ANZCA2017 (Australian and New Zealand Communications Association Conference). Sydney: University of Sydney. https://ro.ecu.edu.au/ecuworkspost2013/5056/
  • Almqvist, A. L., & Almqvist, L. (2015). Making oneself heard: Children’s experiences of empowerment in Swedish preschools. Early Child Development and Care, 185(4): 578–593. https://doi.org/10.1080/03004430.2014.940931
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  • Bakar, K. A., Yunus, F., Mohamed, S., & Karim, A. A. (2020). Addition concept through the lenses of young children: Creating visual representation with digital cameras. Eurasia Journal of Mathematics, Science and Technology Education, 16 (6). https://doi.org/10.29333/ejmste/7950
  • Bakar, K. A. (2021). Learning and practising to use digital cameras in early childhood classrooms. Creative Education, 12(6), 1323-1332. https://doi.org/10.4236/ce.2021.126100
  • Balmer, C., Griffiths, F. and Dunn, J. (2015). A Review of the issues and challenges involved in using participant produced photographs in nursing research. Journal of Advanced Nursing, 71(7), 1726–1737. https://doi.org/10.1111/jan.12627
  • Barker, J., and Smith, F. (2012). “What’s in focus? A Critical discussion of photography, children and young people.” International Journal of Social Research Methodology, 15(2); 91–103. http://dx.doi.org/10.1080/13645579.2012.649406
  • Beaty, J. J. (2018). Erken Çocuklukta Gözlem ve Değerlendirme. M. Boz. (Çev. Ed.). Anı Yayıncılık.
  • Bell, K., & Cartmel, J. (2019). Creating a vocabulary about school-age childcare using photography. International Journal of Qualitative Methods, 18, 1-9. https://doi.org/10.1177%2F1609406918811488
  • Bourke, J. (2017). Children’s experiences of their everyday walks through a complex urban landscape of belonging. Children’s Geographies, 15 (1), 93–106. http://dx.doi.org/10.1080/14733285.2016.1192582
  • Britsch, S. (2019). Exploring science visually: Science and photography with pre-kindergarten children. Journal of Early Childhood Literacy, 19(1), 55-81. https://doi.org/10.1177/1468798417700704
  • Byrnes, J., & Wasik, B. A. (2009). Picture this: Using photography as a learning tool in early childhood classrooms. Childhood Education, 85(4), 243-248. https://doi.org/10.1177/1468798417700704
  • Cappello, M., & Lafferty, K. E. (2015). The roles of photography for developing literacy across the disciplines. The Reading Teacher, 69(3), 287-295. https://doi.org/10.1002/trtr.1418
  • Collier, D. R. (2019). Re-Imagining research partnerships: Thinking through "Co-Research" and ethical practice with children and youth. Studies in Social Justice, 13(1), 40-58. https://doi.org/10.26522/ssj.v13i1.1926
  • Creswell, J. W. (2022). Nitel araştırma yöntemleri. M. Bütün & S. B. Demir (Çev. Ed.). Siyasal Yayınevi.
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  • Dermata, K. (2023). Dermata, K. (2023). “The Photographer of the Day”: Using a Digital Camera in Preschool Classroom. In J. Lee, W. Huang, X. Chen, F. Rodrigues, L. Okan, S. Beene, C. HuilcapiCollantes (Eds.), Connecting & Sharing: The Book of Selected Readings 2023 (pp. 78-87). International Visual Literacy Association. https://doi.org/10.52917/ivlatbsr.2023.015
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Children as Photographers: Photography as A Tool to Reflect Children's Thoughts

Yıl 2024, Cilt: 9 Sayı: 2, 186 - 198, 25.12.2024

Ayşegül Ergül

https://doi.org/10.47479/ihead.1480818

Öz

Individual or group interviews with children should be an important part of assessment studies to ensure the active participation of children at every stage of educational activities. In these interviews, children should be able to reveal their thoughts and/or skills in a detailed and descriptive way using different methods. The main purpose of this study was to examine children's feelings and thoughts using the photo-voice method. In this research, a case study design, qualitative research method, and interview method were used, and document analysis was performed. Ten children attending a preschool class participated in this study. Among the results of the study, it is noteworthy that the children immediately adapted to the process of taking photos with the camera and willingly explained the photos they took. Children preferred to take pictures of outdoor spaces, and the living and non-living elements in these spaces. It is recommended that children take photos for specific purposes or freely and share these images with other people in a planned and systematic manner at all stages of educational activities. It seems useful to include the photographs taken by children in their portfolios. For this, photographic studies that show developmental progress, taken for certain purposes and repeated at regular intervals, should be carried out.

Anahtar Kelimeler

Reflecting thought photo-voice method assessment interview with children preschool

Kaynakça

  • Aksan, A. N., & Kutluca, A. Y. (2021). Investigation of preschool teachers' use of technology in teaching in terms of technology self-efficacy levels. Kastamonu Eğitim Dergisi, 29(3), 611-626. https://doi.org/10.24106/kefdergi.738068
  • Alaca, B., Rocca, C., & Maggi, S. (2016). Understanding communities through the eyes and voices of children. Early Child Development and Care, 187(7), 1095-1113. https://doi.org/10.1080/03004430.2016.1155567
  • Allmark, P., Stevenson, K., & Stotzer, T. (2017). Having a voice and being heard: Photography and children’s communication through photovoice. In F. Martin & S. Jarvis (Eds.), Refereed proceedings of ANZCA2017 (Australian and New Zealand Communications Association Conference). Sydney: University of Sydney. https://ro.ecu.edu.au/ecuworkspost2013/5056/
  • Almqvist, A. L., & Almqvist, L. (2015). Making oneself heard: Children’s experiences of empowerment in Swedish preschools. Early Child Development and Care, 185(4): 578–593. https://doi.org/10.1080/03004430.2014.940931
  • Ayataç, H. ve Genç, Z. P. (2015). Çocuk gözüyle Esenler. Herkes için Dost Kentler İstanbul Esenler İlçesi Üzerine Değerlendirmeler. Esenler Belediyesi, Şehir Düşünce Merkezi Şehir Yayınları. H. Ayataç (Ed.). Yayın No: 10, 18-57. ISBN: 978-605-9917-07-0 https://esenler.bel.tr/wp-content/uploads/2019/12/herkes-icin-dost-kentler.pdf
  • Bakar, K. A., Yunus, F., Mohamed, S., & Karim, A. A. (2020). Addition concept through the lenses of young children: Creating visual representation with digital cameras. Eurasia Journal of Mathematics, Science and Technology Education, 16 (6). https://doi.org/10.29333/ejmste/7950
  • Bakar, K. A. (2021). Learning and practising to use digital cameras in early childhood classrooms. Creative Education, 12(6), 1323-1332. https://doi.org/10.4236/ce.2021.126100
  • Balmer, C., Griffiths, F. and Dunn, J. (2015). A Review of the issues and challenges involved in using participant produced photographs in nursing research. Journal of Advanced Nursing, 71(7), 1726–1737. https://doi.org/10.1111/jan.12627
  • Barker, J., and Smith, F. (2012). “What’s in focus? A Critical discussion of photography, children and young people.” International Journal of Social Research Methodology, 15(2); 91–103. http://dx.doi.org/10.1080/13645579.2012.649406
  • Beaty, J. J. (2018). Erken Çocuklukta Gözlem ve Değerlendirme. M. Boz. (Çev. Ed.). Anı Yayıncılık.
  • Bell, K., & Cartmel, J. (2019). Creating a vocabulary about school-age childcare using photography. International Journal of Qualitative Methods, 18, 1-9. https://doi.org/10.1177%2F1609406918811488
  • Bourke, J. (2017). Children’s experiences of their everyday walks through a complex urban landscape of belonging. Children’s Geographies, 15 (1), 93–106. http://dx.doi.org/10.1080/14733285.2016.1192582
  • Britsch, S. (2019). Exploring science visually: Science and photography with pre-kindergarten children. Journal of Early Childhood Literacy, 19(1), 55-81. https://doi.org/10.1177/1468798417700704
  • Byrnes, J., & Wasik, B. A. (2009). Picture this: Using photography as a learning tool in early childhood classrooms. Childhood Education, 85(4), 243-248. https://doi.org/10.1177/1468798417700704
  • Cappello, M., & Lafferty, K. E. (2015). The roles of photography for developing literacy across the disciplines. The Reading Teacher, 69(3), 287-295. https://doi.org/10.1002/trtr.1418
  • Collier, D. R. (2019). Re-Imagining research partnerships: Thinking through "Co-Research" and ethical practice with children and youth. Studies in Social Justice, 13(1), 40-58. https://doi.org/10.26522/ssj.v13i1.1926
  • Creswell, J. W. (2022). Nitel araştırma yöntemleri. M. Bütün & S. B. Demir (Çev. Ed.). Siyasal Yayınevi.
  • DeMarie, D., & Ethridge, E. A. (2006). Children's images of preschool: The power of photography. Young Children, 61(1), 101-104. https://www.jstor.org/stable/42729883
  • Dennis, B., & Huf, C. (2020). Ethnographic research in childhood institutions: Participations and entanglements. Ethnography and Education, 15 (4): 445–461. https://doi.org/10.1080/17457823.2020.1722951
  • Dermata, K. (2023). Dermata, K. (2023). “The Photographer of the Day”: Using a Digital Camera in Preschool Classroom. In J. Lee, W. Huang, X. Chen, F. Rodrigues, L. Okan, S. Beene, C. HuilcapiCollantes (Eds.), Connecting & Sharing: The Book of Selected Readings 2023 (pp. 78-87). International Visual Literacy Association. https://doi.org/10.52917/ivlatbsr.2023.015
  • Dockett, S., Main, S., & Kelly, L. (2011). Consulting young children: Experiences from a museum. Visitor Studies, 14(1), 13-33. https://doi.org/10.1080/10645578.2011.557626
  • Doğan, İ. T., & Kavgaoğlu, D. (2020). Okul öncesinde fotoğrafçılık: Bir atölye tasarımı uygulaması. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi, (11), 178-201. https://doi.org/10.38079/igusabder.701667
  • Eichen, L., Hackl‐Wimmer, S., Eglmaier, M. T. W., Lackner, H. K., Paechter, M., Rettenbacher, K., Rominger, C. & Walter‐Laager, C. (2021). Families' digital media use: Intentions, rules and activities. British Journal of Educational Technology, 52(6), 2162-2177. https://doi.org/10.1111/bjet.13161
  • Einarsdottir, J. (2005). Playschool in pictures: Children’s photographs as a research method. Early Child Development and Care, 175(6), 523-541. https://doi.org/10.1080/03004430500131320
  • Eisen, I., Cunningham, B. J., & Campbell, W. (2019). Conducting participatory photography with children with disabilities: a literature review. Disability and Rehabilitation, 41(16), 1943-1954. https://doi.org/10.1080/09638288.2018.1457089
  • Eskelinen, K., & Salo, U. M. (2022). Writing and theorising with photographs taken by children. Ethnography and Education, 17(2), 142-159. https://doi.org/10.1080/17457823.2022.2039258
  • Eskidemir Meral, S., Tutkun Yaşar, F. ve Gül Yıldırımoğlu, L.Ş. (2023). Çocukların gözünden doğa. EDUCATIONE, 2(1), 34-53. https://doi.org/10.58650/educatione.1277089
  • Fasoli, L. (2003). Reading photographs of young children: Looking at practices. Contemporary Issues in Early Childhood, 4(1), 32–47. https://doi.org/10.2304/ciec.2003.4.1.5
  • Friedman, A. (2016). The three-year-old photographers: Educational and parental mediation as a basis for visual literacy via digital photography in early childhood. Education’s Journal of Media Literacy Education, 8(1), 15 – 31. https://doi.org/10.23860/jmle-8-1-2
  • Hannaway, D. M., & Steyn, M. G. (2017). Teachers’ experiences of technology-based teaching and learning in the foundation phase. Early Child Development and Care, 187(11), 1745-1759. https://doi.org/10.1080/03004430.2016.1186669
  • Izumi-Taylor, S., Ito, Y., & Krisell, M. (2016). American and Japanese kindergartners’ views of play through the use of photo elicitation interviews (PEIs). Research in Comparative and International Education, 11(3), 322-333. https://doi.org/10.1177/1745499916663379
  • Johnson, G. A., Pfister, A. E., & Vindrola‐Padros, C. (2012). Drawings, photos, and performances: Using visual methods with children. Visual Anthropology Review, 28(2), 164-178. https://doi.org/10.1111/j.1548-7458.2012.01122.x
  • Jorgenson, J. and Sullivan, T. (2010). Accessing children’s perspectives through participatory photo interviews. Forum Qualitative Social Research, 11(1), 1–19. https://doi.org/10.17169/fqs-11.1.447
  • Joubert, I. (2012). Children as photographers: Life experiences and the right to be listened to. South African Journal of Education, 32(4), 449-464. https://doi.org/10.15700/saje.v32n4a677
  • Kalessopoulou, D. (2017). Capturing the untold: Photography as a tool for empowering children to interpret their embodied experiences in museums. Journal of Visual Literacy, 36(3-4), 164-183. https://doi.org/10.1080/1051144X.2017.1408206
  • Kellock, A., & Lawthom, R. (2011). Sen’s capability approach: Children and well-being explored through the use of photography. In Children and the Capability Approach. (pp. 137-161). Palgrave Macmillan, London. https://doi.org/10.1057/9780230308374_6
  • Kervin, L., & Mantei, J. (2016). Digital storytelling: capturing children's participation in preschool activities. Issues in Educational Research, 26(2), 225-240. https://search.informit.org/doi/10.3316/informit.133037859009145
  • Kind, S. (2013). Lively entanglements: The doings, movements and enactments of photography. Global Studies of Childhood, (3), 427–441. http://dx.doi.org/10.2304/gsch.2013.3.4.427
  • Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170-189.
  • Lee, C., & McConnell, C. (2017). Children as photographers: Joyful exploration. New Zealand International Research in Early Childhood Education, 20(1), 69-80. https://search.informit.org/doi/10.3316/informit.675257322622765
  • Liebenberg, L. (2018). Thinking critically about photovoice: Achieving empowerment and social change. International Journal of Qualitative Methods, 17(1), 1-9. https://doi.org/10.1177/1609406918757631
  • Lumia, C. M., Arbour-Nicitopoulos, K. P., Moola, F. J., & McPherson, A. C. (2021). Using photo-elicitation to explore health promotion concepts with children and adolescents with disabilities: a rapid scoping review. Disability and Rehabilitation, 1-11. https://doi.org/10.1080/09638288.2021.1945690
  • Luo, W., Berson, I. R., Berson, M. J., & Park, S. (2022). An exploration of early childhood teachers’ technology, pedagogy, and content knowledge (TPACK) in mainland China. Early Education and Development, 1-16. https://doi.org/10.1080/10409289.2022.2079887
  • Magnusson, L., O. (2018). Photographic agency and agency of photographs: Three-year-olds and digital cameras. Australasian Journal of Early Childhood, 43(3); 34–42. https://doi.org/10.23965/AJEC.43.3.04
  • Matsui, G. (2020). Using a Photo Projective Method to listen to children’s perspectives about improving kindergarten environments. IJEC, 52, 281–297. https://doi.org/10.1007/s13158-020-00279-z
  • Mcafee, O. & Leong, D. J. (2012). Erken Çocukluk Döneminde Gelişim ve Öğrenmenin Değerlendirilmesi ve Desteklenmesi. B. Ekinci (Çev. Ed.). Nobel Yayıncılık.
  • Merriam, S. B. (2015). Nitel Araştırma: Desen ve Uygulama İçin Bir Rehber. S. Turan (Çev. Ed.). Nobel Yayıncılık.
  • Morrison, G.S. (2021). Günümüzde Erken Çocukluk Eğitimi. S Sönmez (14. basımdan Çeviri Ed.). Ankara, Nobel Yayıncılık.
  • Pain, H. (2012). A literature review to evaluate the choice and use of visual methods. International Journal of Qualitative Methods, 11 (4): 303–319. https://doi.org/10.1177/160940691201100401
  • Park, J. H., & Park, M. (2021). Smartphone use patterns and problematic smartphone use among preschool children. PLoS ONE, 16(3), 1–12. https://doi.org/10.1371/journal.pone.0244276
  • Patton, M. Q. (2018). Nitel Araştırma ve Değerlendirme Yöntemleri. M. Bütün &S.B. Deir (Çev. Ed.). Pegem Akademi.
  • Ponizovsky-Bergelson, Y., Dayan, Y., Wahle, N., & Roer-Strier, D. (2019). A qualitative interview with young children: What encourages or inhibits young children’s participation? International Journal of Qualitative Methods, 18, https://doi.org/10.1177/1609406919840516
  • Prosser, J. & Burke, C. (2008). Image-based educational research: Childlike perspective. In: Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues. Knowles, G. and Cole, A. (Eds.), Thousand Oaks, CA: SAGE, pp. 407–421. https://doi.org/10.36510/learnland.v4i2.399
  • Pyle, A. (2013). Engaging young children in research through photo elicitation. Early Child Development and Care, 183(11), 1544-1558. https://doi.org/10.1080/03004430.2012.733944
  • Richards, R. D. (2019). Young children’s photography within collaborative research. In Ilene, R. B., Michael, J. B., & Colette, G. (Eds.), Participatory Methodologies to Elevate Children’s Voice and Agency, (Vol. 1, pp. 317). Charlotte, NC: Information Age Publishing.
  • Rutherford. (2019). Is this photograph taken? The active (act of) collaboration with photography. Journal of Visual Art Practice, 18 (1), 37–63. https://doi.org/10.1080/14702029.2018.1488927
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  • Share, J. (2015). Cameras in classrooms: Photography’s pedagogical potential. In Essentials of Teaching and Integrating Visual and Media Literacy. 97-118. https://doi.org/10.1007/978-3-319-05837-5_5
  • Sharples, M., Davison, L., Thomas, G. V., & Rudman, P. D. (2003). Children as photographers: an analysis of children's photographic behaviour and intentions at three age levels. Visual Communication, 2(3), 303-330. 2, 303–330. https://doi.org/10.1177/14703572030023004
  • Shaw, P. A. (2021). Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education. International Journal of Research & Method in Education, 44(4), 337-351. https://doi.org/10.1080/1743727x.2020.1755248
  • Spencer, G., Fairbrother, H., & Thompson, J. (2020). Privileges of power: Authenticity, representation and the “problem” of children’s voices in qualitative health research. International Journal of Qualitative Methods, 19, 1-8. https://doi.org/10.1177/1609406920958597
  • Templeton, T. N. (2021). Whose story is it? Thinking through early childhood with young children’s photographs. Occasional Paper Series, (45), Article 8. https://doi.org/10.58295/2375-3668.1391
  • Waight, E. (2020). Photovoice: Using photovoice to explore students’ study practices. In H. Kara & S. Khoo (Eds.), Researching in the age of COVID-19, Creativity and Ethics, 3 (176–190). Policy Press. epub. https://doi.org/10.56687/9781447360438-012
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  • Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387. https://doi.org/10.1177/109019819702400309
  • Woodgate, R., L., Zurba, M. & Tennent, P. (2017). Worth a thousand words? Advantages, challenges and opportunities in working with photovoice as a qualitative research method with youth and their families. Forum: Qualitative Social Research, 18(1), 21. https://doi.org/10.17169/fqs-18.1.2659
  • Wong, K. M. (2020). How do young children learn about photography? Journal of Education and Human Development, 9(1), 103-110. https://doi.org/10.15640/jehd.v9n1a10
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 12. Baskı. Seçkin Yayıncılık
  • Yoon, H. S., & Templeton, T. N. (2019). The practice of listening to children: The challenges of hearing children out in an adult-regulated world. Harvard Educational Review, 89(1), 55-173. https://doi.org/10.17763/1943-5045-89.1.55
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Okul Öncesi Eğitim
Bölüm Makaleler
Yazarlar

Ayşegül Ergül 0000-0002-5504-8349

Yayımlanma Tarihi 25 Aralık 2024
Gönderilme Tarihi 8 Mayıs 2024
Kabul Tarihi 18 Eylül 2024
Yayımlandığı Sayı Yıl 2024Cilt: 9 Sayı: 2

Kaynak Göster

APA Ergül, A. (2024). Fotoğrafçı Olarak Çocuklar: Çocukların Düşüncelerini Yansıtmak İçin Bir Araç Olarak Fotoğraf Çekme. Ihlara Eğitim Araştırmaları Dergisi, 9(2), 186-198. https://doi.org/10.47479/ihead.1480818
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