The case study is a part of the research and art-based developmental project Rinnalla (Side by Side) – Mentors of Arts- and Narrative-based Approaches as a Support for Social-Emotional Learning and Growth in Early Childhood Education, where arts and narrative-based methods were used to support children’s social-emotional growth in early childhood education. This research focuses on six-year-old children’s experiences of a fairy tale and music based on H.C. Andersen’s The Ugly Duckling. The research questions are: (1) How do children express the emotions they experience while listening to a fairy tale and music? (2) How do the children express and build their peer relationships through communication while drawing? The intervention was implemented in a preschool group of 15 children. The data included around 120 minutes of recorded video and 30 drawings. The holistic and context-sensitive interpretation method of visual analysis was used to analyse the data. The interpretation demonstrated the importance of peer relationships and offered insight into the context significance. By drawing together and telling small stories in a shared time and place, the children negotiated their roles within the small group. They strengthened friendships and built peer relations. The drawing situation probably exposed pre-existing tensions between the children, and the children showed interest, support, care, and willingness to welcome others. The music and fairy tale experiences allowed children to process emotions and share their current daily lives.

中文翻译：

---

“我的照片里就是你！” 六岁儿童艺术体验的整体方法

该案例研究是研究和基于艺术的发展项目 Rinnalla（并排）的一部分——艺术导师和基于叙事的方法作为早期儿童教育中社会情感学习和成长的支持，其中艺术和叙事基于方法的方法被用于支持儿童在幼儿教育中的社会情感发展。这项研究的重点是六岁儿童对基于 HC Andersen 的《丑小鸭》的童话和音乐的体验. 研究问题是：（1）孩子们在听童话和音乐时如何表达他们所经历的情绪？（2）孩子们如何在绘画中通过交流来表达和建立同伴关系？干预是在一个由 15 名儿童组成的学前班中实施的。数据包括大约 120 分钟的录制视频和 30 幅图画。使用视觉分析的整体和上下文敏感的解释方法来分析数据。解释证明了同伴关系的重要性，并提供了对上下文重要性的洞察。通过在共同的时间和地点一起绘画和讲述小故事，孩子们在小组中协商了他们的角色。他们加强了友谊并建立了同伴关系。绘画的情况可能暴露了孩子们之前存在的紧张关系，孩子们表现出兴趣、支持、关心和欢迎他人的意愿。音乐和童话体验让孩子们能够处理情绪并分享他们当前的日常生活。