All About Children’s Photography: Capture The Moment

by Pete Moorhouse | Empowerment, Imagination, MFA, Mixed Ages, Tomorrow's Child, Young Adults

Little girl making video or photo with mobile phone.

A Note To Readers:

The following article by Pete Moorhouse is loaded with insights and ideas about young children and photography as a wonderful medium for expression, creativity, and learning. Although the article is geared for the classroom teacher, parents can also incorporate many of his suggestions on how to implement photography into their family’s lives and activities. Whether you are a teacher or a parent, this article is one that you will want to read.

Lorna McGrath,
The Montessori Family Alliance PS: To maintain the integrity of the author’s writing, some words reflect UK spelling.

Children’s unique view of their world

“Our first language is visual—the child’s first view of the world is in images—seeing comes before words, a child looks and recognizes before she can speak.” —John Berger (Ways of Seeing)

Photography knows no boundaries, and age is certainly no exception. Young children are very competent, visual thinkers and very much enjoy taking photographic images. Franz Kafka once wrote:  “Anyone who keeps the ability to see beauty never grows old.” This implies that children notice beauty. Several years back, I did a project whereby I invited children to photograph things that they felt were beautiful in the nursery. The resulting images were extraordinary, illustrated beautifully by three-year-old Mira, taking an image of an overflowing drainpipe, capturing the falling water in the sunlight. It emphasized to me the complexity and visual awareness of young children.

Given its vast potential, photography is a vastly underused children’s resource in early years. Teachers regularly use cameras and tablets to document, but this is rarely extended to children. While teachers may be concerned about the potential damage to a camera, they may be also unaware of the many possibilities. Photography is a powerful medium for developing children’s understanding of themselves and the world around them, putting children at the centre of their own learning.  It captures children’s curiosity and provides a starting point for inquiries. Photography is a language all of its own and is accessible to all children, irrespective of gender, culture, and background; it can be an engaging medium for children with a wide range of special educational needs and disabilities.

Photography provides a different way for children to express themselves and make their ideas visible. For some children, photography may be a key that unlocks their learning and becomes a strong language of expression. Children use their imagination, naturally seeking out unusual perspectives and are not confined by conventional ideas of what makes a ‘good’ photograph. Photography builds on children’s intrinsic motivation and exploratory drive. By following their curiosity and taking their own pictures, they are deciding what is important and constructing their own meaning of their experiences. The resulting images are often unexpected and striking. Children view the world in unique ways and the camera allows them to capture these perspectives.

Children’s Voice:  A picture and a thousand words…

Initially, I imagined that photography would provide children with another visual art form with which to work, but after introducing digital cameras to children several years ago, it quickly became apparent just how much more potential there is to photography, especially for opening up conservations.

Photography provides an exceptional tool for encouraging children’s voices. Children feel a sense of ownership over their images and readily communicate the ideas behind them. They are empowered because they know the information and the thinking behind the images that we don’t. Children like having their images as the focal point, and these become the starting point for conversation, as images are reviewed together. They make meaningful reflections about their images, and these often become a way of starting new dialogues and new inquiries.

Unique Insight

For practitioners, photography provides us with a unique insight into the way a child sees the world around them, making their interests visible, and this can open up the door for following and developing their lines of inquiry. For this to be effective, we have to ensure that we make time and space to listen carefully, as the images are reviewed together.

Versatility

Photography is extremely versatile; it can be an interest in itself or used to support other enquiries, recording outings, and so on. The images can be re-viewed instantly on the camera, downloaded and viewed on a computer, viewed on a TV or whiteboard, projected on a wall or printed. Images that are printed can then be used in many ways: for drawing, creating a collage, making a storybook, and so on. Images can also be reworked digitally with a variety of apps. The possibilities are endless.

Documentation

Photography is a powerful tool for children to become documenters of their own work —documenting both the process and product. Photographs taken by themselves have a deeper significance, making it easier for children to re-connect with the experience. This can contribute to children reflecting and evaluating their learning, developing their metacognitive understanding, and thinking about next steps. The documented images provide a memory link to previous experience, and these are even more relevant and memorable by being taken by the children themselves. This can be particularly useful when documenting work that happens over a longer time frame, such as exploring seed growth; seasons; or the weather. It can also be a useful tool for children to record a temporary construction project that has to be dismantled, often making them feel happier about having to clear it away.

Consultation

A photograph can provide an interesting way of consulting with children, gathering their ideas and having them feed ideas into an evaluation. This could be consulting with children about what changes they would like to see in their environment, such as in the playground. If we ask direct questions, the conversation may be stifled, but by suggesting that children take images of things they like and don’t like and then reviewing the images together, it can really stimulate a dialogue and exchange of ideas. Similarly, we have children use photographs to evaluate their time at school at the end of the year; they can take pictures of learning that had been significant, what they liked to play with, and so on. This can provide extraordinary and sometimes unexpected insights. The Mosaic approach highlights the value of using photography as a medium for consultation.

Cross-curricular activities

Photography is a truly cross-curricular activity that embraces many areas of curriculum and learning and development:

♣ Children feel valued and empowered by being given the responsibility and being trusted to use real photographic equipment, boosting self-esteem and confidence;

♣ Children quickly acquire the skills necessary  to take images  building their confidence and sense of that ‘can-do’ spirit;

♣ Taking images of the setting, children, and teachers can provide a way to help them settle in a new environment—building on a developing a sense of self and sense of belonging;

♣ Young children are developing new ideas and feelings about emotions. Photographs can help children express their views and how they feel; and 

♣ Children take great pride in their resulting images.

Physical Development:

♣ Photography helps develop fine-motor skills and dexterity;

♣ It also helps develop hand-eye coordination;

♣ Using a camera increases control of poise and posture, keeping still as they take the images; and

♣ Children learn to use tools with increasing control (taking care of
the camera).

Communication and Language:

♣ Photography allows opportunities
for encouraging communication
and language;

♣ Photography supports language for children that are reticent about using language or have language delays;

♣ Photography helps develop vocabulary, as children describe their images and the ideas behind them; and

♣ Photography stimulates conversation
as children share their images with
each other.

Literacy:

♣ Literacy is improved when books about photography are combined with a project or factual books about cameras;

♣ Children can also use their photographs to support their emerging literacy skills, taking images of letters and words; and

♣ Printed images can be used for making picture stories, photographing drama, and adding text.

Mathematical Thinking:

♣ Mathematical themes often emerge from children’s images; such as taking images of numerals or mathematical shapes
and patterns;

♣ Photography can be used to support mathematical thinking by capturing images of mathematical explorations; and

♣ Cameras can be used to record mathematical graphic making.

Understanding the World:

♣ Photography offers insight into IT (information technology) equipment, developing an understanding of cameras, computer equipment, and printers;

♣ Photography can be used to support any line of inquiry, such as gardening;

♣ Photography can help children find and identify uses of everyday technology;

♣ Using a camera helps young children learn how to operate simple equipment; and

♣ Through the use of photography, children develop an awareness of geographical location, position,
and perspective.

Art and Design:

♣ Photography provides children with another medium with which they
can express their imagination; and

♣ It offers opportunities to rework
images, such as print-outs or
software manipulation.

Characteristics of Effective Learning Playing and Exploring

Children’s curiosity is the starting point to their photographic explorations and investigations.

Active Learning:

Curiosity motivates children’s engagement and encourages concentration as they pursue their interests.

Creative and Critical Thinking:

♣ Children problem solve as they work out how to capture the image they want;

♣ Children express opinions through images, making decisions on what to photograph, what to think about, and how to document their work;

♣ Children develop their own ideas and choose ways to do things;

♣ Children learn about cause and effect, e.g., what happens if the camera is angled or tilted sideways, what is the impact of where the photographer stands?; and

♣ Children reflect on their work, analysis, planning, using critical-thinking skills.

Equipment

Over the years, we have experimented with a variety of different cameras, tablets, and other devices. The types of camera that we have had the most success with are small, high-quality digital cameras. There are several advantages to these. First, they take high-quality images, having good processors and fast response time. I particularly like the cameras in the Canon PowerShot™ range; it is robustly made and produces high-quality images. They are easy to grip, have a relatively large screen on the back for reviewing images, and take AA batteries.

Other goods, more robust options (designed to be water-resistant and able to withstand knocks) include the Fuji FinePix XP120™ and the Nikon Cool Pix W100™.

With digital cameras, it is important that children wear a neck strap to prevent the cameras being dropped.  I would suggest using a relatively wide band of fabric so it is soft. I would also strongly advise purchasing second-hand equipment, especially as there are so many cheaply available these days due to our constant desire to replace old equipment to keep up to date. Cameras will eventually break in the hands of young children. Using cheaper, second-hand equipment can allow us to feel less apprehensive about damage, allowing the children more freedom with the camera without us nervously hovering over them. We need to be comfortable with children handling cameras for it to be successful.

I am far from impressed with the selection of cameras made specifically for children. They are well protected with rubber mouldings but tend to be cheaply made with poor quality processors and produce poor quality images. They also tend to include distracting additional effects and games, which become an unnecessary distraction.

Many children are only too familiar with iPads and mobile phones. Large iPads are quite bulky for very young children to hold comfortably, and they tend to create a wall between themselves and their subject. There are protective mouldings available that incorporate handles which make them easier for young hands. Mini iPad and mobile phones (SIM cards removed) can work, but often children get lost navigating the menu by accidentally touching an incorrect command. On balance, I recommend using digital cameras.

Have the camera available as a resource that the children can access at any time. We do this by having a designated children’s camera solely for their use. We have this clearly visible, hung on the wall, but elevated so they need to ask to get it down. This emphasizes the need to take care of this special equipment and for us to know who is using it and track images.

Getting Started

Initially, you could have a discussion as a group around images and photography. Having children share what they already know is a good starting point for these discussions. This could include looking at and discussing some magazines and photographs or by visiting a photographic exhibition. We often explore other lens-based media to further develop their understanding and encourage observation. This could include investigating lenses, magnifying glasses, a USB digital microscope, or projecting images captured with a web camera.

Providing Guidance:

We need to give children instructions on how to use the camera so they can get the best of the experience.  This is best done on a one-to-one basis:

♣ Explain the need to handle the camera with care to protect it from damage.

♣ Explain that the neck strap must always be worn and suggest no running with the camera.

♣ Show children how to switch the camera on and off.

♣ Make sure children know which button takes the image.

♣ Teach children how to focus (camera – half press/ tablet – until circle or square disappears).

♣ Discuss the importance of holding the equipment still and keeping the lens clear (keeping figures from obscuring the lens).

♣ Show children how to zoom in and out.

♣ Teach children how to switch between review mode and shooting mode.

♣ Show children how to delete unwanted images.

♣ Have a discussion about etiquette, including respecting people who do not want their picture taken.

After the initial instruction has the children take practice shots to gain confidence in the operation and framing of the picture. Then they are ready to go. It’s a good idea to take a portrait of them first to help identify whose images are on the memory card.

Exploration:

Most children will naturally follow their curiosity and experiment, developing their technique and skill through trial and error. If not, encourage experimentation by suggesting taking shots from different perspectives, above/below, unusual angles, taking close-ups, shoot a subject from different sides, stepping back to get a wider angle, trying different subjects: portraits; objects; landscapes; details; buildings and so on. But importantly give children the time to experiment and find their voice. We can encourage thoughtful picture taking by encouraging children to take images that are important to them and also by showing genuine interest in their resulting images.

Extended Projects:

When reviewing images, themes often begin to emerge and these can then be developed and extended. We can also introduce ‘invitations’ to use photography to explore a specific area.

There are so many possibilities. It could involve the children taking the camera home over the weekend. Children enjoy sharing their images back in school, talking about the scenes as the images show people and things unfamiliar to staff but that are important to children. Children explain and describe what was going on and why they took the images. Their perception also fascinates parents. This project encourages a link between home and the school setting. Recording festivals and cultural events can help children feel proud of their own culture. Another project could involve making maps using photographs. This could, perhaps, involve taking some images around the child’s current setting and then arranging them to make a plan or take photographs from the surrounding neighborhood to create a map.

Examples of projects:

θ My journey to school

θ Where I live

θ My home

θ What is beautiful

θ Exploring color, texture, and patterns

θ Exploring reflections/shadows

θ Expressing likes/dislikes

θ Taking portraits

θ Festivals and cultural events

θ What makes me happy

θ Making maps (arranging images spatially)

θ Making a picture storybook (series of images creating a narrative)

θ Photographing the weather

θ Looking for shapes in clouds

θ Growth (living things)

θ Seasons

θ Evaluation

θ Consultation (arrangement of room/ outdoor environment)

θ Light painting (photographing light in a dark room on slow exposure)

θ All about me (photo album)

Other lines of inquiry may also emerge from children’s interest in photography:  they may decide to make cameras from junk modeling supplies; they may use their skills with tools to disassemble a (broken!) camera, discovering the many parts inside; they may go on to create drawings/painting inspired by their images or draw directly on print-outs of their images…

Reviewing images and reworking images

Again, photography is versatile in the many ways in which images can be reviewed. We often see a huddle of children gathered around a camera looking at the images that have just been taken. They can be viewed on a larger scale on a laptop/PC/whiteboard. Images can be reworked digitally or printed. Printed images can be made into collages, drawn on, cut, and so on.

Images can be shared with parents through wall documentation, learning diaries, and slideshows. I particularly like adding their images to PowerPoint™ and adding some of their dialogue to the slides. Selected slides containing children’s commentary can then be printed and added to learning diaries.

Video:

All the devices will also capture video. While children do enjoy shooting video, our experience has been that it is harder to work with. It necessitates longer periods of time to review work and is harder to reflect on due to the quantity of changing information. It also ends up using significant amounts of storage. I would suggest being led by the children—if they are showing interest and are engaged, it makes sense to explore video.

Downloading and storage

It is good practice to get into the habit of downloading the images from the camera after each session; otherwise, there can be quickly become an overwhelming number of images on the camera, which can be difficult to organize, especially if several different adults oversee the camera. They are best downloaded after each session into a separate folder of each child’s work.

Exhibition:

Children take pride in their images and also in presenting them. This could be on a monitor or a wall display or it could be taken one step further with the children exhibiting their favorite works in a public space such as a café, library, or health centre. This type of event is very popular with children and their families. Some images could be framed or printed on large canvasses. Children could choose the image they would like to display, along with their thoughts as to why they selected this image. People are often taken aback by just how interesting their images are.

Note: Please remember that young children (birth to age six) are much more interested in the process than the product. Some children may not be interested in exhibiting their work.

Safeguarding children
and permissions

It is important to review the children’s images on the camera before downloading them to a computer. When using the camera, the children are independent and we do not necessarily know what they are taking images of. On rare occasions, children may take images of themselves or others. It is essential to review the images immediately and delete any compromising images before they are uploaded to a computer (once uploaded they are often automatically backed up to another server and it becomes harder to completely erase data).

In terms of permissions for the use of children’s images, the same criteria as teachers’ photographs applies, requiring parental permission before they are used in different contexts, such as on the school website or in publications. The proposed use of images should be fully explained and written permissions obtained.

Equipment

There are so many options available and there are pros and cons to all. I would advise prioritising something that takes good quality images, and is easy to navigate and hold. As advised earlier, definitely consider buying second-hand equipment, which is often available at a fraction of the price.

Here Are Some Options:

Canon PowerShot™ range SX 110 to 170/ good quality cameras. AA batteries. Large LCD screen. Good grip.

Nikon Cool pix W100. Shock proof/ waterproof. Available in bright colors. Fuji FinePix XP120. Shock proof/waterproof/fixed lens, bright colors.

Tablets/Mini-tablets/Old mobile phones (without SIM)—selection of rubber protection cases are available. I recommend the ones for tablets with hand grips,  allowing pictures to be taken easily with thumb. It can be useful to remove apps from home screen to avoid accidental navigation.

Cameras Actually Designed Specifically For Young Children:

VTech Kidizoom Duo™:

Tough rubberized build, easy to hold. Low-image quality, small low res LCD, distracting menu of effect/games.

Useful apps for Android or iOS: First camera for kids—very simple to operate.

PicCollage™: collate images into a collage. 360 Panoramas™:-Wonderful 360-degree images.

Lapse™ it and Hyperlapse™: For long exposure capture.

More Detailed Information On Photographic Resources:

tinyurl.com/kid-photog

Case study: Alfi

At St Werburgh’s Nursery School in Bristol (UK), we have embraced photography as a resource to support children’s learning. Each of our nursery rooms has a children’s camera. Images are reviewed with children on a laptop and shared with parents through a monitor in the foyer.

Alfi had noticed other children using the camera and showed interest in using the camera himself. I explained how to take care of the camera and demonstrated the basic functions. Alfi then took a few practice shots to the get the hang of it, and within a few minutes, he was outside exploring the playground. Alfi carefully observed various aspects and situations in this environment and captured many images, reviewing each image on the camera before moving on to his next image. Mostly he worked independently, away from the gaze of an adult. He remained deeply engaged in his picture-taking for well over an hour. He explored many themes in this time, starting with himself and then moving on to the plants and trees, followed by sky and plane trails, and then reflections in puddles and windows, each time taking a series of images within each theme.

On one occasion, Alfi wanted to photograph an Arctic scene (lumps of ice and polar bears that were set up on a tray table). Alfi was experimental in his approach, first zooming in on the detail of the ‘icebergs,’ capturing dramatic angles of the ice. “I’m going to take everything now,” he exclaimed. Alfi tried to frame his picture so he could capture the entire scene, but it would not fit. He took some images but was not satisfied with them. “I need to get more in,” he stated. Alfi then dragged a nearby bench over, climbed up, and took an aerial shot to capture the entire scene.  On another occasion, Alfi photographed two chalked circles on the playground tarmac: “Here are two eye’s.”  He suddenly noticed that the shadow of his two legs was also in the image. “Look! Two eyes and two legs! That’s funny!” Alfi then became interested in pairs and went off looking for other situations with pairs of objects, such as two scooter wheels.

Reviewing the images Alfi was clearly delighted with his images, talking profusely about each one (more conversation than we had heard before). He talked about what he might like to explore next, and he was keen to zoom in on small things, as one of his images had been a dewdrop and this seemed to trigger additional questions about the potential of the camera—making small things big and observing the detail.

Alfi had not been engaged with various activities for some time. Nothing had come close to engaging Alfi and focusing his attention in the way photography had. It emphasizes the importance of providing a wide range of media for children to explore; in this case, photography really provided the key that unlocked Alfi’s learning. The camera allowed Alfi to ask questions and find his own answers, all through the medium of photography. ν

Books:

Picture This: Photography Activities for Early Childhood Learning by Susan G. Entz

National Geographic Kids Guide to Photography by Nancy Honovich

Slow Looking: The Art and Practice of Learning through Observation by Shari Tishman Routledge

CPD Training:

CPD: The language and dialogue of children’s photography

CPD Training

Tomorrow’s Child / Nov 2018 / Pg 7