Imagining Success - Children Making Meaning of Success Through Drawings and Interpretations

Sammanfattning

Childhood and success are often discussed in relation to dominant societal narratives of achievement, and wellbeing. However, less attention has been given to how children themselves understand and construct the meaning of success. Within the field of Child Studies, growing emphasis has been placed on children’s own construction and negotiation of meaning in everyday life. This study explores how children construct meanings of success through visual expressions and verbal narratives, answering the research questions: What meanings do children associate with success?; How do visual representations and accompanying narratives enable children to express their understanding of success? The research method included two stages: (1) drawing activity; and (2) short conversations with children about their drawings. The sample consists of ten, fourth grade students – ten or eleven years old – from an international school in Copenhagen, Denmark. The analysis is informed by child-centered and sociocultural perspectives on children’s meaning-making and participation. Children’s meanings of success appeared as multidimensional, with key themes emergent as kindness, effort, material wealth, and moral/emotional fulfillment. The findings suggest that success is understood by children as externally validated, internally experienced, and holistic. The visual participatory method in this study facilitated inquiry-based, imaginative meanings of success. Furthermore, the findings highlight the importance of recognizing children as active meaning-makers in discussions of success and wellbeing.