Exploring the use of emoji as a visual research method for eliciting young children’s voices in childhood research

ABSTRACT

Recognition of the need to move from research on children to research with children has prompted significant theoretical and methodological debate as to how young children can be positioned as active participants in the research process. Visual research methods such as drawing, photography, and videography have received substantive attention in child-centred research paradigms. However, despite their increasing ubiquity in young children’s lifeworlds, technology or media-based visual materials have received little interest. This article reports on a study which used emoji as a visual research method for eliciting young children’s (aged three to five years) understandings and experiences of well-being. Findings elucidate the capacity of emoji as a visual research method for eliciting children’s voices, and considerations for its use in child research.

KEYWORDS:

• Emoji
• visual methods
• visual sociology
• child voice
• well-being

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Jennifer Fane is a Ph.D. candidate in the Discipline of Public Health and an Associate Lecturer in the School of Education at Flinders University. Jennifer is also a member of the Sport, Health, and Physical Education (SHAPE) Research Centre.

Colin MacDougall is a Professor in the Disciple of Public Health at Flinders University. Colin is also an Executive Member of the Southgate Institute for Health, Society, and Equity and holds an honorary appointment at the University of Melbourne in the Jack Brockhoff Child Health Program.

Jessie Jovanovic is a Lecturer of Early Childhood Education and the Professional Experience Coordinator for the Early Childhood Education Degree Program in the School of Education at Flinders University.

Gerry Redmond is an Associate Professor in the School of Social and Policy Studies at Flinders University. Gerry currently leads the Australian Child Wellbeing Project, which aims to use child-centred approaches to develop a survey to measure children’s wellbeing in their middle years.

Lisa Gibbs is an Associate Professor at the University of Melbourne and Director of the Jack Brockhoff Child Health and Wellbeing Program. Lisa is also the Unit Head of the Evidence and Child Health Unit in the Centre for Health Equity, Melbourne School of Population and Global Health at the University of Melbourne.

Notes

1 Pseudonyms are used to protect participant identity.