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Nurturing young children’s self-identity and respect for difference through artwork as a provocation using philosophical enquiry: a pilot study

McLeod, NJ, Stockell, K, Astbury, E and McCann, J (2020) Nurturing young children’s self-identity and respect for difference through artwork as a provocation using philosophical enquiry: a pilot study. Early Years: an international research journal Special Issue. ISSN 0957-5146

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Abstract

This pilot project explores how young children’s self-identity with a focus on respecting difference might be nurtured through Community of Enquiry (CoE), in the tradition of Philosophy for Children (P4C) using artwork in a gallery space. In valuing diversity, respecting difference is key. A group of four- and five-year-old children who expressed an interest in participating was involved along with researchers who appreciated the underpinning philosophy of P4C and the open nature of artwork. We used an interpretivist analysis within a framework of signs associated with developing a selfidentity, which emerged from the literature alongside our ongoing observations and collaborative analysis. Vignettes are used to present the findings and prompt discussion. This pilot study will be useful for future research into supporting children by creating a space and the conditions where selfidentity can be nurtured and difference can be respected.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years: an international research journal Special Issue on 06/09/2020, available online: http://www.tandfonline.com/10.1080/09575146.2020.1817870
Uncontrolled Keywords: 1301 Education Systems
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
N Fine Arts > N Visual arts (General) For photography, see TR
Divisions: Education
Publisher: Taylor & Francis
Date Deposited: 25 Sep 2020 10:57
Last Modified: 25 Sep 2020 11:00
DOI or Identification number: 10.1080/09575146.2020.1817870
URI: https://researchonline.ljmu.ac.uk/id/eprint/13724

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