2.50
Hdl Handle:
http://hdl.handle.net/10540/249877
Title:
Young children's perceptions of their classroom environment: perspectives from England and India
Authors:
Kanyal, Mallika; Cooper, Linda
Affiliation:
Anglia Ruskin University
Reference:
Kangal, M. and Cooper, L., 2012. Young children's perceptions of their classroom environment: perspectives from England and India. In: T. Papatheodorou and J. Moyles, eds. 2012. Cross-cultural perspectives on early childhood. London: Sage. Ch.1, pp.58-72.
Publisher:
SAGE
Issue Date:
Jan-2012
URI:
http://hdl.handle.net/10540/249877
Additional Links:
http://www.uk.sagepub.com/books/Book236960#tabview=toc
Type:
Book chapter
Language:
en
Description:
This chapter explores the use of different participatory methods to enable us to understand children’s perceptions of their school experience. It is based on a study carried out with 12 5–6-year-old children from a primary school in south-east England and 15 5–6-year old children from a school in northern India. The chapter's aims are twofold: first, to discuss the use of qualitative participatory methods – children’s drawings, children’s pair interviews and photographic/video evidence of different areas of the class/setting, taken/videoed by children themselves – as a means to understand children’s perceptions of their classroom experience and, second, to interpret children’s meaning making of their classroom experience using the cultural-historical framework of understanding human behaviour.
Keywords:
children's participation; cross cultural
ISBN:
9781446207543

Full metadata record

DC FieldValue Language
dc.contributor.authorKanyal, Mallikaen_GB
dc.contributor.authorCooper, Lindaen_GB
dc.date.accessioned2012-10-23T11:16:46Z-
dc.date.available2012-10-23T11:16:46Z-
dc.date.issued2012-01-
dc.identifier.citationKangal, M. and Cooper, L., 2012. Young children's perceptions of their classroom environment: perspectives from England and India. In: T. Papatheodorou and J. Moyles, eds. 2012. Cross-cultural perspectives on early childhood. London: Sage. Ch.1, pp.58-72.en_GB
dc.identifier.isbn9781446207543-
dc.identifier.urihttp://hdl.handle.net/10540/249877-
dc.descriptionThis chapter explores the use of different participatory methods to enable us to understand children’s perceptions of their school experience. It is based on a study carried out with 12 5–6-year-old children from a primary school in south-east England and 15 5–6-year old children from a school in northern India. The chapter's aims are twofold: first, to discuss the use of qualitative participatory methods – children’s drawings, children’s pair interviews and photographic/video evidence of different areas of the class/setting, taken/videoed by children themselves – as a means to understand children’s perceptions of their classroom experience and, second, to interpret children’s meaning making of their classroom experience using the cultural-historical framework of understanding human behaviour.en_GB
dc.language.isoenen
dc.publisherSAGEen_GB
dc.relation.urlhttp://www.uk.sagepub.com/books/Book236960#tabview=tocen_GB
dc.subjectchildren's participationen_GB
dc.subjectcross culturalen_GB
dc.titleYoung children's perceptions of their classroom environment: perspectives from England and Indiaen
dc.typeBook chapteren
dc.contributor.departmentAnglia Ruskin Universityen_GB
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