Snap: young children share the importance of relationships through child-led photography

Abstract

ABSTRACT This paper explores two concepts. Firstly, it explores how child-led photography was effectively used by as a research methodology with young children, aged three and four. Twenty children at two Australian preschools were given the opportunity to express how they experienced place at their early childhood educational. Each child was given a disposable camera and asked to take photographs. The use of this child-led photography as a methodological approach had substantial benefits: it offered children the opportunity to participate, express themselves, and share their place stories through the camera lens. Secondly, the photographs revealed that it was relationships within the preschool space that were most important to the children and in particular those with the outdoors, other children, nature, and adults. The disposable cameras acted as vehicles for children to exercise agency and action as well as deregulate their decisions within their place.