ABSTRACT

The COVID-19 pandemic poses multiple challenges for young children in the modern world. Listening to, and capturing, the experiences and perspectives of young children on the pandemic are congruent with our sense of an inclusive, democratic society which values solidarity and the right to be heard, yet too often the voices of young children are excluded from consideration. This paper reports on a trans-national, qualitative study in which practitioners in England, Scotland and New Zealand have been trained in Foebelian storytelling techniques and rigorous documentation and analysis of children's narratives. These have beeen used in their pedagogy to encourage young children to express and explore their COVID experiences through their sequenced play narratives, which have been documented, curated and then analysed by their key practitioners in dialogue with a team of early year's researchers. The praxeological project is informed by Freirean theoretical concepts of empowerment, conscientization, agency and voice. An initial thematic analysis of the play narratives reveals children are expressing a desire to regain their daily life and routines, be with their friends, have extended time to play, be outdoors, and have authentic information. Practitioners and policy makers should consider these expressed needs from young children as they develop their COVID responses.

摘要

COVID-19大流行给现代世界的幼儿带来了多重挑战。聆听和捕捉幼儿在大流行中的经历和观点与我们对包容性，民主社会的重视是一致的，这种社会重视团结和发表意见的权利，但往往忽略了幼儿的声音。本文报道了一项跨国定性研究，在该研究中，英国，苏格兰和新西兰的从业人员接受了Foebelian讲故事技术的培训，并对儿童的叙述进行了严格的记录和分析。这些已被用于他们的教学法中，以鼓励幼儿通过顺序的游戏叙述来表达和探索他们的COVID经历。策划，然后由其主要从业人员与早期研究人员的团队对话进行分析。在弗莱雷安人的赋权，认真化，代理和话语的理论概念指导下进行了人类行为学项目。最初对游戏叙事的主题分析表明，孩子们表达了恢复自己的日常生活和例程，与朋友相处，延长游戏时间，在户外活动并拥有真实信息的愿望。从业者和政策制定者应在幼儿发展其COVID应对措施时考虑这些幼儿表达的需求。最初对游戏叙事的主题分析表明，孩子们表达了恢复自己的日常生活和例程，与朋友相处，延长游戏时间，在户外活动并拥有真实信息的愿望。从业者和决策者应在幼儿发展其COVID应对措施时考虑这些幼儿表达的需求。最初对游戏叙事的主题分析表明，孩子们表达了恢复自己的日常生活和例程，与朋友相处，延长游戏时间，在户外活动并拥有真实信息的愿望。从业者和政策制定者应在幼儿发展其COVID应对措施时考虑这些幼儿表达的需求。