294 – A photovoice study of emotional dynamics in Indonesian children with dyslexia

Presentation - ECV2022-294

A photovoice study of emotional dynamics in Indonesian children with dyslexia

Pahru Rozi, Universitas Gadjah Mada, Indonesia (pahrurozi@mail.ugm.ac.id
Agnes Angelina Paramita, Universitas Gadjah Mada, Indonesia (agnesangelina01@mail.ugm.ac.id)
Argya Zahra Rapul Hanisi, Universitas Gadjah Mada, Indonesia (argyarhanisi@mail.ugm.ac.id)
Nadia Puti Dianesti, Universitas Gadjah Mada, Indonesia (nadia.puti3003@mail.ugm.ac.id)
Rima Sukmawati, Universitas Gadjah Mada, Indonesia (rimasukmawati@mail.ugm.ac.id)
Elga Andriana, Universitas Gadjah Mada, Indonesia (elga.andriana@ugm.ac.id)

Background: Emotion is often overlooked in the development of children with dyslexia. Research on dyslexia in Indonesia still focuses on cognitive-based treatment and technical matters. This cognitive focus approach is challenging for families with low socioeconomic status (SES) because they have limited access to resources.

Aims: (1) To analyse the emotional dynamics experienced by children from families with low SES; (2) To analyse the impact of external stimuli on the emotional dynamics experienced by children;  (3) To explore how families with low SES pay attention to the emotional aspects of their children.

Method: The research participants were six children aged 5 to 15 years, their parents, and teachers. Data were obtained through the photovoice method and interviews with children using the SHOWeD technique (See, Happening, Our, Why, and Do) in children’s voices about their emotions. The data were analysed using thematic analysis techniques.

Results: First, emotional dynamics consist of six subthemes: intensity profile, variability, duration, differentiation, augmentation and diminishing, and inertia. Second, external stimuli impact the emotional dynamics of children with dyslexia. Third, families’ attention towards children includes education and affection. Photos taken by the children are available here: https://bit.ly/PhotovoiceVirtualExhibition

Conclusions: Children with dyslexia tend to show high emotional intensity and negative feelings dominate their emotions. Several stimuli, including objects, concepts, and social interaction, influence the dynamics of children’s emotions. Children with dyslexia require full family support.

Implications for children and families: Children, you are allowed to tell your teachers and parents what you are feeling, what helps you and does not help you in learning.

Implications for practitioners: You need to listen to children’s voices and address them in your learning plan, focusing on social emotional learning rather than only cognitive aspects.

Funding:  Directorate of Learning and Student Affairs (The Indonesian Ministry of Education, Culture, Research and Technology)

Key words: dyslexia, emotional dynamics, low socioeconomic, photovoice, children’s voices

This presentation relates to the following United Nations Sustainable Development Goals:

Scroll to Top