Children's responses to interpersonal relationships in visual narratives
25 October 2019
This study aspires to explore how children aged 9-11 make sense of interpersonal relationships in visual narratives. Visual narratives are situated within the wordless picturebook field. Empirical work with children involves small group discussions and art creations with various materials, such as paints, charcoal, chalk, pencils, using sponges and brushes. The art creations welcome children's participation, as they get to choose which materials to use.
Keywords
Ethical approval
The research has received ethical approval from the University of Cambridge.
About the researcher
I am currently a doctoral student affiliated with the Faculty of Education in the University of Cambridge. I have two master degrees in educational-related areas, and worked for more than a decade in two other countries. My professional work was more focused in ways that literature and art can be promoted through interdisciplinary approaches. For this purpose, I would collaborate with peers for joint projects and with the community. My students' works have been presented after peer-review in conferences. This study aims to explore how children make sense of interpersonal relationships in high quality visual narratives. It is urgent to expand knowledge in this area, as this will inform teachers, librarians, creators and publishers.
