Session Information
ERG SES F 11, Child development
Parallel paper session
Contribution
In the world and in Slovenia, family life has been changing intensively lately. It is more and more difficult to define a family, as it has been undergoing changes all the time.
In general, the majority of the newer sociological family life researches find experiencing family and family issuesas a basic and defining family dimension. Thus, the biggest change in the family concept occurred in the subjective meaning ascribed to intimate relationships, and not in formal or family ties. Featherstone (2004 in Rener et al. 2006: 22) argues that »what the family is essentially depends on what it does. Today, the family and marriage are losing akey monopoly position, the proportion of population living in nuclear familiesis getting smaller. Living together out of wedlock is less and less stigmatised. The process of family de-institutionalisation in the contemporary societies is understood as the process of decreasing the meaning of marriage and the family as an institution, but not as the disappearing of the family at all. «
In the paper, we want to find out how the mentioned changes of family life are shown in school practice in the family representation through the child’s drawing, as the child’s drawing is included in school and kindergarten curricula. A drawing can be used to stimulate and express experiences. Alerby and Elidottir (in Alerby, Istenič Starčič, 2008) emphasised that different „non-verbal languages‟, such as for example drawings, in turn evoke reflections, which are connected to lived experience.
The child can represent the real world, but he or she can also choose the substitute or phantasy ones. Through the child’s art creation his or her individual identity can be formed. Mietkiewiczand Schneider (in Brassac, Mietkiewicz 2010, 476) claim that »through his or her drawing, each child describes its own perception, its point of view about the ties that make up the family, the elective closeness and the omissions that reveal the child’s specific position in the family network«. It was also found out that siblings (including several pairs of twins) will not come out with the same graphical representation when asked to draw their family.
On the other hand, the teachers also, according to their beliefs and experiences, recognise and respond to the students’ drawings and their commentaries.
To find out how it is in practice, we applied the following research questions: how the students experience their family, what dilemmas the students deal with when they draw the family, how the teachers respond to the possible students’ dilemmas when they draw, what dilemmas the teachers deal with when the students draw the family.
Method
Expected Outcomes
References
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