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Discovering meanings in research with children
Drawing on a qualitative research study this paper explores the aspect of ascribing meanings in research. It presents an example of research with young children which illustrates a ‘meaning-seeking’ experience. Ascribing meaning is an external realisation of an inner thought, with the emphasis on the uniqueness of children’s own voices and the researcher’s commitment to seeking information from children’s sociocultural contexts. A strong rationale for the importance of meaning in human experiences can be located in phenomenology. The idea of meaning as having its basis in social interactions has been manifested in the sociocultural paradigm. It is argued here that the phenomenological and sociocultural emphasis on ‘meaning’ as the core of life experiences constitutes a useful conceptual perspective which can guide research with children. This emphasis encourages researchers to explore research issues from research participants’ perspectives, grasp their interpretive frame, and understand the meanings that participants bring to them. This in turn provides a means for reaching a profound understanding of human actions, experiences and existence.
History
Journal
New Zealand research in early childhood educationVolume
13Pagination
101 - 111Publisher
Childforum Early Childhood Network New ZealandLocation
Wellington, N.Z.ISSN
1174-6122Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2010, ChildForumUsage metrics
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