The social order of kindergarten through the view of children: constructing world of the childhood via interview-game
Cand. Sci. (Sociol.), Assoc. Prof., the Department of Sociology the Faculty of Social Sciences, National Research University Higher School of Economics, Moscow, Russia firstname.lastname@example.org
The importance of studying childhood as a self-sufficient object of social practice is described in the paper. A review of the formation of this direction in sociology is offered, basic principles are designated. The empirical part of the work is devoted to the study of kindergarten as a special life world for children. Special attention is paid to the description of the data collection method – interview-game, which I consider an adequate method for studying the children opinions. The methodical aspects of the interview-game usage are described. Analysis shows that children turn out to be unique “experts” of the world of childhood who, through a specially constructed conversation, can tell about their activity in the kindergarten and about their ideas for changing educational practices. Children emphasize importance of free playing with peers during the day, the specificity of care practices (eating and sleeping), the interaction tactics between the teacher and children, make their suggestions for creating more comfortable conditions in the kindergarten. Children turn out to be very creative innovators of practices to reconstruct the space of a kindergarten and to change the teacher’s role and rules of communication. Our research shows that the grains of these ideas must be seriously and systematically collected to fully comprehend what the child wants to say. Methodically, the interview of children is one more step in the development of the method as data collection.
Berger P., Luckman T. (1995) Social Construction of Reality. A Treatise on the Sociology of Knowledge. Moscow: Medium. (In Russ.)
Bertram T., Pascal C. (2007) Children Crossing Borders: Enhancing the inclusion of children in pre-school settings. Children in Europe. No. 12: 23–5.
Childhood in 21 century in Socio-Humanitarian Perspective: New Theories, Phenomenon, and Terms (2017). Ed. by S.N. Mayorova-Scheglova. Мoscow: ROS. (In Russ.)
Erickson E. (1996) Childhood and Society. Saint-Petersburg: TFond “Universitetskaya kniga”. (In Russ.)
Filipova A.G. (2012) The Social Space of Childhood: Principles of Labeling Territories. Zhurnal issledovaniy sotsial’noy politiki [Journal of Social Policy Research]. No. 1(10): 79–94. (In Russ.)
Handbook of research methods in early childhood education: Research methodologies (2015) Ed. by O.N. Saracho. Charlotte, NC: Information Age.
Hochschild A.R. (2003) The Managed Heart: Commercialization of Human Feeling. Berkeley: University of California Press.
Holloway C., Valentine J. (2003) Space and Childhood: New Directions of Social Research. Social Space: Interdisciplinary Studies: Abstract Book. Ed.by L.V. Girko. Moscow: INION. (In Russ.)
Kon I.S. (1988) Child and Society: Historical and Ethnographic Perspective. Moscow: Nauka. (In Russ.)
Madrid S.D. (2007) Emotional themes in preschool children’s play narratives. Dissertation (PhD). The Ohio State University.
Naudeau S., Kataoka N., Valerio A., Neuman M.J., Kennedy Elder L. (2011) An Early Childhood Development. Guide for Policy Dialogue and Project Preparation. Washington, DC: World Bank.
Osorina M.V. (2008) Secret world of children in the world of adults. Saint-Petersburg: Piter. (In Russ.)
Panko E.A. (1986) Psychology of the Activity of the Kindergarten Teacher. Minsk. (In Russ.)
Pascal K., Bertram T. (2015) Listening to small citizens: the struggle to introduce the paradigm of participation in early childhood research. Sovremennoe doshkol’noe obrazovanie. Teoriya i praktika [Contemporary preschool education. Theory and practice]. No. 1: 68. (In Russ.)
Rollins P.R., McCabe A., Bliss L. (2000) Culturally sensitive assessment of narrative skills in children. Seminars in Speech and Language. No. 3(21): 223–234.
Rytel J. (2006) Disagreement in preschoolers’ narrative discourse Psychology of Language and Communication. No. 1(10): 21–44.
Savinskaya О.B. (2015) Parent evaluation of kindergarten services: the value of education and training (on the example of Moscow). Zhurnal sotsiologii i sotsial’noy antropologii [Journal of Sociology and Social Anthropology]. No. 2(18): 115–129. (In Russ.)
Scheglova S.N. (2000) How to Study Childhood? Sociological Methods of Research of Modern Children and Modern Childhood. Moscow: UNPRESS. (In Russ.)
Schutz A. (2003) The semantic structure of the everyday world: essays on phenomenological sociology. Moscow: Institut Fonda «Obshchestvennoe mnenie». (In Russ.)
Seliverstova N.A. (2000) Children as respondents (The experience of a specific sociological study). Sotsiologicheskiy sbornik. Vyp. 6. [Sociological collection. Issue. 6]. Institute of Youth; Ed. by V.A. Lukov. Moscow: Sotsium. 156–162. (In Russ.)
Sibireva M.Yu. (2010) Category “childhood” in the history of sociology. Zhurnal sotsiologii i sotsial’noy antropologii [Journal of Sociology and Social Anthropology]. No. 1(13): 167–177. (In Russ.)
Sibireva M.Yu. (2010) Influence of the megalopolis on socialization of the child. Sotsiologicheskie issledovaniya [Sociological Studies]. No. 7(315): 147–150. (In Russ.)
Veselkova N.V., Vandyshev M.N., Pryamikova E.V. (2017) On the main vectors of the development of the interview. Sotsiologicheskie issledovaniya [Sociological Studies]. No. 6: 44–56. (In Russ.)
Vygotsky L.S. (1966) Game and its role in the mental development of the child (1933). Voprosy psikhologii [Questions of psychology]. No. 6: 62–68. (In Russ.)
Vygotsky L.S. (1991) The problem of cultural development of the child (1928). Vestnik Moskovskogo universiteta Ser. 14. Psikhologiya [Bulletin of Moscow University. Ser. 14. Psychology]. No. 4: 5–18. (In Russ.)