The Mosaic Approach

Children lead adults on an exploration of their establishment which can highlight what is meaningful or preferrable to them, or their knowledge of a place (e.g. navigation, routines, boundaries). If you are interested in using this method: 

1. Introduce the method to the child. It may be helpful to have a single statement or question to share with the child as well that relate to what you would like their view on: "I would like you to give me a tour of our nursery. I would like to know what are the important places." "Can you give me a tour that tells me about your day in P1?"

2. Allow the child to lead the tour. Try to avoid redirecting them to areas that you feel are important, or even that they previously have stated they like. If talking, aim to be curious about their choices, "That's interesting. I wonder why you brought me here?"

3. Information from the tour should be recorded by the child. For example, they may decide that they will draw, take photos, or video or voice record as they are leading the tour. 

4. Afterward, reflect with the child on the content of the tour: what does the tour reveal about the child's experience? What is important from the child's perspective? How is this the similar to or different from how the adults and child thought initially?

Photography can be used as another form of communication for any child, and may be especially useful for young children and those with language barriers. Photographs allow children to share their literal and figurative perspective about their experiences and environment. If you are interested in using this method: 

1. Select a suitable camera which can be used by a child independently. 

2. Introduce the method to the child. It may be helpful to have a single statement that relates to what you would like their view on: "I would like you to take photographs of your favourite things."  "I would like to know what are the important places in your school" "I would like you to take photographs so a new pupil knows what is important about our nursery."

3. As the child takes photographs, you may want to note down what they are taking photographs of and any phrases they are using to describe it for future discussion.

4. Print the photographs and revisit each photograph with the child. This could be done digitally. Record what the child says about each photo; what is standing out for them? What are the first things they notice?

Map-making or book-making is a way to record the material created by a child during tours or photography. You could use drawings the child creates instead. Map-making follows on the tour, while book-making follows on from children's photography. It may be possible for some children to create these digitally. 

• Map-Making: The aim is to create a map of the environment using the materials gathered during the tour (e.g. drawings, photos, video stills). The map represents how the child groups the subjects or areas together rather than an accurate 2D map. The adult can use questions to understand the child's decisions: "This is a photo of... where will you glue it to your map?", "You said outside while drawing the garden, where will this be on your map?" "Describe your map to me." The map could be created using large paper, glue and the tour materials, but the child and adult can think outside the box and be very creative. 

• Book-Making: The aim is to create an album using the photos taken during children's photography. The adult can use questions to explore the importance of the photo, and can write thumbnails based on that discussion: "What is this photograph?", "Why is this an important photograph for your book?" The book could be created using folded or stapled paper, glue and the photographs, but there is always room for creativity! A second book or photocopy should be created so that the child is able to take it home. The book can be reviewed repeatedly, through discussion or additional photos, to explore changes in the child's views. 

Role-play between children and adults can be used in play to explore a child's experience through story-telling and interaction. In role-play, children can reflect back to the adult their understanding of their world. If you are interested in using this method: 

1. Create an opportunity for imaginative play that will be engaging for the child. Children have preferences for the types of toys or activities that support their imagination (for example, small world figures, costumes, role-play areas, etc.)

2. Join in the play of the child during this activity, or model playing the activity for the child to join in your play. When the child appears comfortable in playing, offer a prompt that the play should be set in their setting: "Let's pretend this part of the sand pit is our nursery", "These people (small figures) are in P1 too. This area is their classroom."

3. Continue the role-play for as long as the child is interested, offering further story-telling to explore their experiences, such as adding obstacles, or changing roles. Note what the child says and how they act in role-play. 

4. Afterward, reflect with the child on the role-play using questions to further explore their thinking: Who were you pretending to be? What did you like about that? Is that like you or someone here?