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Children’s Embodied Voices

Approaching Children’s Experiences through Multi-Modal Interviewing

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Hermeneutic Phenomenology in Education

Part of the book series: Practice of Research Method ((PRM,volume 4))

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Abstract

We constantly experience and express ourselves through our bodies, and children use their bodies to communicate even before they develop a verbal language. The body is central in our efforts to create meaning and make sense of our experiences. For example, when children develop concepts of wet and dry, wet means wetter than my body (Egan, 1997, p. 40). It is through our bodies that we translate our perceptions to actions and vice versa – actions also colour our perceptions. According to Kieran Egan (1997), curriculum should involve the somatic1 dimension to a much higher degree and ensure that this dimension is a continuous part of children’s education and development.

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Authors
  1. Charlotte Svendler Nielsen
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Editor information

Editors and Affiliations

  1. Thompson Rivers University, Kamloops, Canada

    Norm Friesen

  2. School of Education, Psychology and Sport Science, Linnaeus University, Växjö, Sweden

    Carina Henriksson

  3. School of Education, NLA University College, Bergen, Norway

    Tone Saevi

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© 2012 Sense Publishers

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Nielsen, C.S. (2012). Children’s Embodied Voices. In: Friesen, N., Henriksson, C., Saevi, T. (eds) Hermeneutic Phenomenology in Education. Practice of Research Method, vol 4. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-834-6_9

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