Inside outside children’s perspective in ececc: Graphic as a reflective practice in an international study

Abstract

This paper aims at highlighting the role of arts, referring specifically to graphics, in creating participatory learning experiences for young children and as a mean for professional development of teachers, focusing in particular on the use of arts in pedagogical documentation. Graphics are viewed as a reflective practice that can generate significant learning and development experiences for both children and teachers. These reflections are contextualized by presenting the first experiences and considerations from an ongoing cross-national research, that involves young children (3–6) and their teachers in their educational services called “Inside Outside Children’s perspective in ECECC”. To this end, the Italian pilot case study is particularly meaningful: children have been involved in a participatory learning experience, thanks to the use of drawing, aimed at exploring the meanings of the concept of ‘Inside/Outside’ in its various dimensions – spatial, social and referring to the self. Furthermore, teachers have also explored the theme thanks to the use of collage and started reflecting on the potentialities of this methodology as a professional development tool. The objective is to widen the reflection to the use of artistic languages in pedagogical documentation, to enhance learning in children and teachers.