This study applies sociocultural narrative theory and method to integrate children’s perspectives into research on classroom climate. Sociocultural narrative theory explains how individuals use expressive genres to make sense of environments, how they fit, and what they would like to change. This study incorporates such theory and method into a qualitative research design, applying quantitative analysis techniques to understand trends in student attention and expression. The main goal of this study is to examine whether and how students enact and express socioemotional and spatiotemporal (climate) sensitivities with their use of regular narrative elements. This study employs plot and character analyses to understand 22 sixth graders’ narrations of best and worst classroom experiences. These analyses reveal diverse patterns of focus on classroom events. Differences in the young narrators’ attention highlight areas for ongoing inquiry, with implications for mixed methods studies of classroom climate and related developmental research.

中文翻译：

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青春期前儿童讲述课堂经历

本研究运用社会文化叙事理论和方法，将儿童的视角融入到课堂气氛的研究中。社会文化叙事理论解释了个人如何使用表达类型来理解环境、它们如何适应以及他们想要改变什么。本研究将这样的理论和方法融入定性研究设计中，应用定量分析技术来了解学生注意力和表达的趋势。本研究的主要目标是检查学生是否以及如何通过使用常规叙事元素来制定和表达社会情感和时空（气候）敏感性。本研究采用情节和人物分析来了解 22 名六年级学生对最佳和最差课堂经历的叙述。这些分析揭示了对课堂活动的不同关注模式。年轻叙述者注意力的差异突出了持续探究的领域，对课堂气氛的混合方法研究和相关发展研究具有影响。