Using emoji as a tool to support children’s wellbeing from a strength-based approach

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2017-11-01 DOI:10.18793/LCJ2017.21.08
Jennifer Fane
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引用次数: 8

Abstract

The assessment, measurement, and support of child wellbeing has garnered a substantive amount of research due to its widespread acceptance as the foundation of healthy development and future health and wellbeing. Despite this sustained interest, current understandings have derived almost exclusively from adult conceptualisations of wellbeing, contributing to the implicit and explicit exclusion of children’s voices in child wellbeing research, policy, and practice. This has resulted in a fundamentally deficit view of children in relation to their health and wellbeing, where child health and wellbeing are benchmarked along developmental trajectories relating largely to skills and school readiness. Despite the pervasiveness of developmental perspectives of health and wellbeing in childhood, however, both national curricula, the Early Years Learning Framework (birth-to-five years of age) and the Australian Curriculum: Health and Physical Education learning area (AC:HPE) (foundation to year 10) (Australian Curriculum Assessment and Reporting Authority, 2013) highlight the need for children to be active and engaged participants in their own and others’ wellbeing, and position children as beings who bring with them personal, relational, and community strengths and assets. This paper reports on a study that used emoji as a child-centred method for eliciting young children’s (n=78) perspectives of their own wellbeing. The findings of the study suggest that a range of young children are able to articulate their own understandings and experiences of wellbeing using emoji, and the value of this tool as a strengths-based approach for meeting curricular outcomes and supporting child wellbeing. This paper provides a rationale for the use of child-centred tools to re-position child wellbeing from a deficit to a strengths-based approach through the facilitation of children’s exploration and communication of their own understandings and experiences of wellbeing.
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使用表情符号作为一种工具,从基于力量的方法来支持儿童的幸福
儿童福祉的评估、测量和支持已经获得了大量的研究,因为它被广泛接受为健康发展和未来健康和福祉的基础。尽管有这种持续的兴趣,但目前的理解几乎完全来自于成人对幸福的概念化,这导致儿童的声音在儿童福利研究、政策和实践中被隐性和显性地排除在外。这导致对儿童的健康和福祉的看法从根本上是错误的,儿童的健康和福祉是根据主要与技能和入学准备有关的发展轨迹来衡量的。尽管儿童健康和福祉的发展观点普遍存在,但是,国家课程、早期学习框架(出生至五岁)和澳大利亚课程:健康和体育学习领域(AC:HPE)(基础到10年级)(澳大利亚课程评估和报告局,2013年)强调儿童需要积极参与自己和他人的福祉,并将儿童定位为能够带来个人、关系和社区优势和资产的人。本文报告了一项研究,该研究使用表情符号作为一种以儿童为中心的方法,以激发幼儿(n=78)对自己幸福的看法。研究结果表明,一系列幼儿能够使用表情符号表达他们自己对幸福的理解和体验,以及这一工具作为一种基于优势的方法在满足课程成果和支持儿童幸福方面的价值。本文为使用以儿童为中心的工具提供了一个基本原理,通过促进儿童探索和交流他们自己对幸福的理解和经验,将儿童福利从缺陷重新定位为基于优势的方法。
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