This paper explores children's experiences and expectations of school through their drawings and accompanying written narratives. Thirty-nine children who had recently started school were invited to draw their impressions of school and to provide comments. The children's drawings and accompanying written narratives reflect both commonalities and differences in children's experiences and expectations, and serve as a reminder that different children experience the same event in quite different ways. Using categories established through the Starting School Research Project, children's drawings and written narratives indicate a focus on how children feel about school, what happens at school, adjusting to school, and the physical context of school. Drawing is discussed as a means of engaging children in research, using approaches that are of interest to children, and in which they have a high element of control. The power of drawings and narrative is recognised and the importance of focusing on the meaning ascribed by children is emphasized.
|Number of pages||13|
|Journal||International Journal of Equity and Innovation in Early Childhood (IJEIEC)|
|Publication status||Published - 2005|