Wrapped up in covers: preschoolers' secrets and secret hiding places

Abstract

In this qualitative study, interviews about children's secret hiding places were conducted with 3–5-year-olds (n = 17) in a university sponsored preschool programme using art narratives. Since prior studies indicate that children understand the concept of a secret as early as five and that they associate secrets with hiding places, the purpose of this study was to look specifically at preschool children's experiences within their secret spaces. Analyses using interpretive phenomenology indicated that preschool children view secret hiding places with a sense of complexity, and they reserve certain areas as off limits to everyone, even in terms of the knowledge that these places exist. Consistent with a sociocultural framework, hiding places appear to serve individual, relational, and collaborative purposes, and children show heightened agency when deciding the function of a particular place. Children also relate secrets with secret hiding places and describe both with excitement, imagination, and intimacy. Finally, children's conceptualisations of secret hiding places are discussed in relation to the sociocultural perspective and the implications for children's social and emotional development.

Keywords:

• secrets
• secret hiding places
• preschool children
• sociocultural
• interpretive phenomenology
• intimacy

Notes on contributors

Kimberly Corson is currently the Professional Development Specialist at Collaborative for Children in Houston, TX. The research reported here was completed as part of a requirement for completion of her doctoral degree. Kimberly is interested in children's understanding of secrets and secret hiding places and the relationship between these concepts and children's theory of mind and social competence and their place in classroom and play environments.

Malinda J. Colwell is an associate professor in Human Development and Family Studies at Texas Tech University. Her areas of research interest focus on young children's social and emotional development, as well as the relevance of these developing skills for children's success in early learning environments.

Nancy J. Bell is a professor in Human Development and Family Studies at Texas Tech University. Her work in narrative and identity focuses on the integrative potential of developmental systems and sociocultural/dialogical theory.

Elizabeth Trejos-Castillo is an associate professor of Human Development and Family Studies at Texas Tech University and an associate Editor of the Journal of Early Adolescence. Her research interests focus on individual characteristics, contextual, and parental-generational effects on adolescent development and risk-taking behaviours from a cross-cultural perspective.