Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic

Parnell, Jade; Tur Porres, Gisselle; Tyrie, Jacky; Chicken, Sarah; Waters- Davies, Jane; Knight, Cathy

Abstract

This Welsh Government-funded study aimed to capture the voices of young children during the COVID-19 pandemic regarding their educational experiences. Longitudinal research suggests young children’s early educational experiences shape their development in later years (Goodman & Sianesi 2005). Given the significance for longer-term development, it is important to understand the educational experiences of children during COVID-19. However, few studies have centred children’s voices when exploring the impact of COVID-19 within education (Pascal & Bertram, 2021). This research was conducted within a social constructivist paradigm and recognises children’s experiences of the pandemic are context-specific. Children are conceptualised as experts in their own lives (Alderson, 2011). Drawing on the Mosaic Approach (Clark, 2017), creative, child-friendly methods of data collection were utilised. This allowed children to participate in knowledge exchange during the research process. Four schools were recruited, from which 25 children were participants. Data collected were analysed using qualitative coding to generate themes (Roberts-Holmes, 2018). Age-appropriate information and consent were provided to all participants. Ongoing consent was discussed with participating children during each research encounter. Participants were informed they could withdraw from the study at any time and issues related to power between adults and children were considered throughout. Anonymity and confidentially were protected. Early analysis of the data suggests themes around social isolation from peers, difficulty with daily routines and accessing information, and increased outdoor playtime and family time. There are implications for practice and policy communities to ensure provision reduces adverse effects of the pandemic, while learning from advantageous outcomes.

COVID-19, Children’s voices, Creative methods, Education experiences, Wales

• Presentation Conference Type: Presentation / Talk
• Conference Name: 2022, 31st EECERA (European Early Childhood Education Research Association) Conference, Glasgow, Scotland
• Start Date: Aug 23, 2022
• End Date: Aug 26, 2022
• Deposit Date: Sep 29, 2022
• Keywords: children's voice, covid, young children, pedagogy
• Public URL: https://uwe-repository.worktribe.com/output/9979592
• Related Public URLs: https://2022.eeceraconference.org/; ; https://www.eecera.org/conferences/; ; https://www.eecera.org/