Listening to the Voices of our Children: How Action Research in Early Childhood Settings can Inspire a Community
Julia Pfitzer, MS ECSE/ECE, Preschool Special Education Teacher, Denver Metro
As suicide rates rise and racism persists I am left angry; concerned about the future of our children. As a Buell Early Childhood leader, I choose to channel my frustration into action through the power of early education to make a difference. I choose to teach and model social justice for my community and the larger world.
Drawing by child, age 10.
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A positive sense of self is vital and is supported by positive school and community experiences. Those with a healthy sense of self will treat others well, developing perspectives to decrease racism and bigotry, reducing risks of suicide and violence (Xavier, et al, 2016, McLean, 2008). I want to support my community in creating the environments where children develop a positive sense of self and thrive.
To determine how children develop a positive sense of self in our community, I engaged in participatory action research, a key process of the Buell program. Action research, described by Ernest Stringer (2014) allows the researcher to be a participant and facilitator in exploring with a community. Often this exploration becomes a change making effort.
“If we aren’t at least contributing to someone's positive self worth than we are complicit in their suicide.”
Adult community member |
The voices and impressions of children are central to my Action Research process. Turning to the children first, I asked them to draw themselves. While they drew I asked them questions. “What kind of kid are you?” “How do you know?” “Who tells you?” These questions helped to illuminate the influences the children experience in their lives.
“I’m a girl and do everything I want. Never mind I can’t. It’s fine.” Child, Age 5.
Child, age 6
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The representations of the children were humbling. Many children expressed joy and pride as they drew, talking about their thoughts and encouraging each other. The sense of community as these children engaged with each other through drawing was compelling for me as a researcher and educator.
I next turned to the adults and asked them how children develop a positive sense of self in our community. This initial question set the stage for what I desired to know, what more do children want from adults to develop a healthy, positive sense of self? How can we provide this from their earliest entry into our school community? Is anyone interested in this quest? Based on the principles of Appreciative Leadership (Whitney, et al, 2010), another tenant of BECLP, I intentionally focused my questioning on what is working. |
“I’m starting to grow up so I’m starting to have a voice I can use.” Child, Age 6
I sorted the adult responses through lenses the children had provided. In their drawings, the children had either placed themselves alone, within their family or within their community by including activities they like. Then I shared the categorized responses with the community. We were able to view what we as a collective feel is necessary to support individuals, families and the larger community.
Interest in this work to support the development of a positive sense of self in our community is high and many suggestions fall within the scope of possibility. We have action items that have already started in our community. There are other ideas that we will create or advocate for at a local level.
Interest in this work to support the development of a positive sense of self in our community is high. We have action items that have already started in our community. An example of this is responding to the desire for a village by providing time and space for families to connect with each other during the summer during open hours in our school library.
There are other ideas that we will create or advocate for at a local level. This may include a letter writing campaign to our city to increase support and funding for after school programming and enrichment or authentically exploring ways to increase diversity and representation in our staff and curriculum. The action research process allowed us to come together within our community to identify next steps that are sure to inspire change and make a difference in the lives of our children. “A positive sense of self individually and in the community creates happiness and a sense of home and belonging.”
Adult community member |
A parent enriches the data as his child watches.
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McLean, J. (2008). Risk and protective factors for suicide and suicidal behaviour. Edinburgh: Scottish Government Social Research.
Stringer, E. T. (2014). Action research (4th ed.). Thousand Oaks, Calif: Sage Publications.
Whitney, D., Trosten-Bloom, A. & Rader, K. (2010). Appreciative leadership: Focus on what works to drive winning performance and build a thriving organization. New York: McGraw-Hill.
Xavier, A., Pinto-Gouveia, J., Cunha, M., & Carvalho, S. (2016). Self-criticism and depressive symptoms mediate the relationship between emotional experiences with family and peers and self-injury in adolescence. The Journal of Psychology, 150(8), 1046-1061. doi:10.1080/00223980.2016.1235538
Stringer, E. T. (2014). Action research (4th ed.). Thousand Oaks, Calif: Sage Publications.
Whitney, D., Trosten-Bloom, A. & Rader, K. (2010). Appreciative leadership: Focus on what works to drive winning performance and build a thriving organization. New York: McGraw-Hill.
Xavier, A., Pinto-Gouveia, J., Cunha, M., & Carvalho, S. (2016). Self-criticism and depressive symptoms mediate the relationship between emotional experiences with family and peers and self-injury in adolescence. The Journal of Psychology, 150(8), 1046-1061. doi:10.1080/00223980.2016.1235538
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