Accessing vulnerable children’s lived experiences through visual stimuli illustrations (VSI)

ABSTRACT

One challenge that is often encountered when researching with children is finding effective research tools targeting younger children in sub-Saharan Africa. Consequently, many childhood experiences for those in adversity are less reported due to limitations in research tools to capture their lived experiences. This article explores the choice, design and use of visual stimulus illustrations (VSI) as a research tool to access lived experiences of orphans and vulnerable children (OVC) who enrol into early childhood development and education centres within low-resourced areas in Nairobi – Kenya. This paper views VSI with a range of participatory engagements to meaningfully benefit the younger OVC directly as a medium through which they can access, engage, interrogate, identify and ventilate their lived experiences, thus providing insights into the less researched domains of their childhood experiences.

KEYWORDS:

• Visual stimulus illustrations
• ECDE
• OVC
• methods
• children experiences
• Kenya

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Sheng is a lingua franca which comprised a mixture of English, Kiswahili and local languages.