Facilitation of classroom interaction using photographs: the SHARMED project

Conference item

Baraldi, C., Farini, F. and Scollan, A. 2021. Facilitation of classroom interaction using photographs: the SHARMED project. World Education Research Association 2021 Virtual Focal Meeting. University of Santiago de Compostela, Spain - online 07 - 09 Jul 2021
TitleFacilitation of classroom interaction using photographs: the SHARMED project
AuthorsBaraldi, C., Farini, F. and Scollan, A.
Abstract

This presentation presents data from SHARMED which is an Erasmus Plus project, Key action 3 (support for policy reform; European Forward Cooperation Projects).
Funded by the Education, Audiovisual and Culture Executive Agency (EACEA), European Union
Three partners: University of Jena (Germany), University of Modena and Reggio Emilia (Italy, coordinator) and University of Suffolk (The United Kingdom).
Research was undertaken in 48 Schools with children aged between 8-12 years of age in
• Thuringer and Saxony-Anhalt (Germany)
• Modena and areas in Friuli Region (Italy)
• London Barnet (The United Kingdom)
Analysis of video-recordings (transcriptions) explore how facilitation can promote:
• children’s agency
• dialogic communication
Facilitation is a non-hierarchical form of interaction promoting children’s agency and dialogue. Agency means that children can choose their ways of acting, thus contributing and leading communication with adults. Promoting children’s agency means upgrading their authority to produce knowledge.
The act and art of facilitation is dimensional and fluid, the following three strategies that engage with questions and complex turns used during facilitation to engage children will be presented, analysed and discussed;
1. Open and focused questions
2. Minimal responses (including repetitions of parts of children’s utterances)
3. Formulations of the gist of children’s utterances (explications or developments).
To conclude;
Research found that engagement with facilitation within classroom environments empower children's participation during;
-complex turns that enhance dialogue through interlacements
-unpredictability
-facilitation that is adaptable to contributions and expressions
-facilitation is influenced by individual styles, cultural and local contexts.

Research GroupCentre for Education Research and Scholarship (CERS)
ConferenceWorld Education Research Association 2021 Virtual Focal Meeting
Publication process dates
Deposited19 Nov 2021
Accepted01 Mar 2021
Completed08 Jul 2021
Output statusPublished
LanguageEnglish
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Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013