Tímarit um menntarannsóknir - 01.06.2012, Page 107

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dividual interviews that were built on
photos that the children took themselves
in the preschool. The children were given
disposable cameras to use for 7-10 days,
with the possibility of 20 pictures. Most
of the children had finished taking all the
pictures when the researcher came and
collected the cameras to have the pictures
developed. Two to four days later, the re-
searchers came back with the pictures and
talked to the children individually about
them. Considerable use has been made of
photos as a research tool in research with
children. The advantages of using photos
that the children themselves take as a basis
for interviews –as was done in this study–
include the fact that the children exercise
more power when the data gathering is at
least partly in their own hands and they
can decide what to photograph. When the
children decide what to photograph, it is
more likely that the interview revolves
around things they find important since
the photos direct the interviews and the
children are not only asked questions from
the researchers’ perspective. Furthermore,
photographs and conversations about
them can be beneficial for children who
choose to express themselves through oth-
er means than verbal language. The aim
of asking the children to take pictures was
not to analyse the pictures or look at them
as true descriptions of daily life in the pre-
school, but rather as an encouragement to,
and platform for, conversation between
the child and the researcher. The findings
of the study show that the children regard-
ed starting primary school as an important
transition period and expected consid-
erable changes in their lives when they
moved from preschool to primary school.
Most of the children looked forward to
starting school. They discussed the formal
preparation for primary school that took
place in preschool, where the main em-
phasis was on worksheets in preparation
for the subjects studied in primary school.
According to the findings of the study
it can be assumed that the children regard
learning as something connected to the
subjects of the primary school. The empha-
sis of preschool on play, communication,
well-being, sustainability and creativity
did not seem to hold the same respect with
the children. The role of the preschool in
creating and sustaining this view by set-
ting up special groups for preparation for
primary school is discussed.
„Þá byrjar kennarinn að láta mann læra“