Chapter 14: Young Children’s Photography within Collaborative Research: Implications for Research Relationships

Responding to disquiets around teachers’ roles when interacting with young children engaged in art activities, my initial research focused on children’s drawing self-efficacy in relation to the messages they gave and received (Richards, 2009a). This research, which involved 136 children (aged 4 to 9 years) in one New Zealand early childhood center and one school, employed mixed methods in the form of verbal questionnaires with Likert scale, semi-structured interviews and observations. While this research illuminated links between messages exchanged and drawing self-efficacy levels (Richards, 2005, 2009a), little was understood about individual children’s art experiences over time and in various contexts, or how transitions between home, early childhood, and school settings influenced their art experiences. Recognizing this gap in understanding, I subsequently undertook longitudinal research in Australia with four children during their last term at preschool and first terms at school. Understanding the nature of these children’s art experience, as they transitioned in time and experience between home, early childhood, and school contexts was central to this research. Employing sound theoretical frameworks, ethical research practices, and participatory methodologies that showcased children’s voices and images was vital in accessing children’s perspectives.