Child-centered practices and pedagogies of listening to children are part and parcel of progressive early childhood education. As critical early childhood teachers and researchers, we demonstrate that we value the voices and narratives of children by placing them at the center of our classroom and research agendas. Simultaneously, however, young children’s social position can put them at the mercy of adults’ (teachers’ and researchers’) whims, and their stories may easily be consumed in the name of provocative classroom displays or academic articles. This work explores the potential for visual participatory research, guided by critical childhood studies, to grasp the stories that young children themselves want to tell. Through interviews and group meetings wherein young children (ages 2 to 5) show, gesture, and talk about the photographs they take, the children and their peers make determinations as to how their stories take shape. The narrative I share in this work illustrates one young child’s identity work during the Collaborative Seeing process. Jaylen’s participation in the study speaks to how we can come to see and know children on their terms.
Templeton, T. (2021). Whose Story Is It? Thinking Through Early Childhood with Young Children’s Photographs. Occasional Paper Series, 2021 (45). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2021/iss45/8