Visual Languages for Documenting with Children Outdoors: Some Methodological Issues
DOI:
https://doi.org/10.15160/2038-1034/3255Keywords:
visual documentation, pictures, drawings, outdoor settings, early childhoodAbstract
The paper explores the role of visual languages – particularly photography and drawing – in documenting outdoor experiences in early childhood, within a perspective that recognizes children as active participants in knowledge construction. Starting from a theoretical framework on the right to expression and participation, it examines the potential of these languages as mediators of observation and the re-elaboration of outdoor experiences. The article also discusses key methodological issues related to their introduction in early childhood education settings, with particular attention to material, relational, and ethical conditions, as well as to the role of adults. Photography and drawing are described as complementary practices that can support situated inquiry processes, multimodal expression, and the development of early forms of ecological awareness.
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