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How Do Children Contextualize Their Well-Being? Methodological Insights from a Neighborhood Based Qualitative Study in Istanbul

Author

Listed:
  • Başak Akkan

    (Bogaziçi University)

  • Serra Müderrisoglu

    (Bogaziçi University)

  • Pınar Uyan-Semerci

    (Istanbul Bilgi University)

  • Emre Erdogan

    (Istanbul Bilgi University)

Abstract

Built on a neighborhood-based qualitative study that was carried out in Istanbul, this article explores the use of complementary research methods that explore how children contextualize their well-being within the spatial boundaries of a particular social location. Therefore, spatiality is used as a methodological tool to understand children’s subjective construction of well-being embedded in a web of relations. Using the framework of the social studies of childhood that constructs child as an agent, the research study puts emphasis in involving children in the research process as active participants and encouraging them to build their own narratives that manifest authentic childhood experiences. A variety of methods that are developed according to the age of the child are used in this study like in-depth interviews based on spatial experiences, in-depth interviews with a projection method, thematic focus groups and photography study. They are designed to facilitate a participatory research process that encourages the child to think through the spaces (school, home, neighborhood, etc.) along with a web of relations that his/her well-being is embedded in. The spatial understanding of child well-being in relation to subjective and objective conditions is the focus of the analysis of the qualitative research.

Suggested Citation

  • Başak Akkan & Serra Müderrisoglu & Pınar Uyan-Semerci & Emre Erdogan, 2019. "How Do Children Contextualize Their Well-Being? Methodological Insights from a Neighborhood Based Qualitative Study in Istanbul," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(2), pages 443-460, April.
    • Handle: RePEc:spr:chinre:v:12:y:2019:i:2:d:10.1007_s12187-018-9532-9
    DOI: 10.1007/s12187-018-9532-9
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    References listed on IDEAS

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    1. Toby Fattore & Jan Mason & Elizabeth Watson, 2007. "Children’s conceptualisation(s) of their well-being," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 80(1), pages 5-29, January.
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    Cited by:

    1. Esther Ariyo & Dimitri Mortelmans & Linda Campbell & Edwin Wouters, 2022. "The Wellbeing of Armed Conflict-Affected Children in School: A Qualitative Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(5), pages 1673-1691, October.
    2. Carolina Aspillaga & Jaime Alfaro & Gisela Carrillo & Camila Inostroza & Katherine Escobar & Alejandra Villarroel, 2022. "School and Neighborhood Relationships that Affect Well-Being Based on Chilean Children and Adolescent’s Understandings," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(2), pages 511-532, April.
    3. Jennifer Fane & Colin MacDougall & Jessie Jovanovic & Gerry Redmond & Lisa Gibbs, 2020. "Preschool Aged Children’s Accounts of their Own Wellbeing: are Current Wellbeing Indicators Applicable to Young Children?," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(6), pages 1893-1920, December.
    4. Christine Gervais & Johanne Thomson-Sweeny & Naïmé Daoust-Zidane & Maude Campeau & Isabel Côté, 2024. "Metaphorical Dialogue: an Innovative Strategy for Capturing Children’s Experience of Subjective Well-being," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(1), pages 419-443, February.

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