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. 2013. Early years skills and employability agenda. Middlesex University Conference. Middlesex University, London
Children's rights & participation within UK early years provision
Scollan, A. 2013. Children's rights & participation within UK early years provision. 23rd European Early Childhood Education Research Association (EECERA) Conference, Values, Cultures & Contexts. University of Tallin, Estonia 28 - 31 Aug 2013
Between theory and practice. Early years education and the implementation of the right to self-determination of the child, twenty-five years after the UN Convention on the Rights of the Child
Scollan, A. and Farini, F. 2014. Between theory and practice. Early years education and the implementation of the right to self-determination of the child, twenty-five years after the UN Convention on the Rights of the Child. British Educational Research Association (BERA) Annual Conference. Institute of Education, London, UK 23 - 25 Sep 2014
Children's rights 'participation and self determination'
Scollan, A. 2014. Children's rights 'participation and self determination'. British Educational Research Association (BERA), Institute of Education, London.
Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression
Scollan, A. 2014. Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression. Scottish Educational Research Association (SERA), Edinburgh University.
A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England)
Scollan, A. and Farini, F. 2014. A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England). SERA Scottish Educational Research Association 39th Annual Conference. Edinburgh University 19 - 21 Nov 2014
Plurilingual communication in healthcare: interlinguistic and intercultural mediation
Farini, F. and Niemants, N. 2015. Plurilingual communication in healthcare: interlinguistic and intercultural mediation. in: Vecchiato, S., Gerolimich, S. and Komninos, N. (ed.) Plurilingualism in Healthcare: an Insight from Italy: Arabic, English, French, German, Serbo-Croatian, Spanish and Italian for foreigners London, UK BICA. pp. 81-100
Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente
Farini, F. 2015. Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente. in: Cipolla, C. (ed.) Sociologia e Salute di Genere Milano FrancoAngeli.
Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
Farini, F. 2014. Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education. 11 (1), pp. 81-100.
Children’s rights towards rights
Scollan, A. 2014. Children’s rights towards rights. CPD Poster and Training Event and Conference at Middlesex University 2014.
The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives
Scollan, A. 2015. The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision
Scollan, A. 2015. Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research
Scollan, A. 2015. The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
Nurturing thinking skills in early years professionals
Burghardt, V., Barnaby, B., Scollan, A. and Farini, F. 2015. Nurturing thinking skills in early years professionals. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
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
Between theory and practice: early years education and the implementation of the rights to self determination of the child
Scollan, A. 2014. Between theory and practice: early years education and the implementation of the rights to self determination of the child. 2014 Middlesex University Postgraduate Researchers Summer Conference. Middlesex University London, UK 19 Jun 2014
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
Children’s right, participation & self determination ‘space’
Scollan, A. 2014. Children’s right, participation & self determination ‘space’. 2014 Middlesex University Postgraduate Researchers Summer Conference. Middlesex University London, UK 19 Jun 2014
Media theory and web-based groups as social systems
Farini, F. 2014. Media theory and web-based groups as social systems. in: Mapping Systemic Knowledge Saarbrucken LAP Lambert. pp. 53-77
Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings
Farini, F. 2012. Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings. Diversity and Equality in Health and Care. 9 (3), pp. 179-189.
Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management
Farini, F. 2008. Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management. migracijske i etnicke teme. 24 (3), pp. 251-271.
Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives
Farini, F. 2011. Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives. in: Mica, A., Peisert, A. and Winczorek, J. (ed.) Sociology and the unintended: Robert Merton revisited Frankfurt am Main Peter Lang.
An improbable leadership: structural limits of educational communication. The case of some Italian primary schools
Farini, F. 2009. An improbable leadership: structural limits of educational communication. The case of some Italian primary schools. International Journal of Leadership in Education: Theory and Practice. 12 (4), pp. 367-388. https://doi.org/10.1080/13603120902890359
Dialogic mediation in international groups of adolescents
Baraldi, C. and Farini, F. 2011. Dialogic mediation in international groups of adolescents. Language and Dialogue. 1 (2), pp. 207-232. https://doi.org/10.1075/ld.1.2.03bar
Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps
Farini, F. 2012. Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps. RIMCIS - International and Multidisciplinary Journal of Social Sciences. 1 (2), pp. 163-192. https://doi.org/10.4471/rimcis.2012.08
Analysing trust building in educational activities
Farini, F. 2012. Analysing trust building in educational activities. International Journal of Educational Research. 53, pp. 240-250. https://doi.org/10.1016/j.ijer.2012.03.013
Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting
Farini, F. 2011. Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting. Journal of Pragmatics. 43 (8), pp. 2176-2186. https://doi.org/10.1016/j.pragma.2011.02.001
The pragmatics of emotions in interlinguistic healthcare settings
Farini, F. 2013. The pragmatics of emotions in interlinguistic healthcare settings. Research in Language. 11 (2), pp. 163-187. https://doi.org/10.2478/v10015-012-0025-5
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
Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation
Farini, F. 2008. Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation. Socialno Delo. 47 (3-6), pp. 133-144.