Midday Educational Time in Primary Education
A Participatory Evaluation Using the Photovoice Methodology
Supporting Agencies
- Fundació Catalana de l’Esplai
Abstract
Midday educational time in primary education is a key moment for children's personal, social, emotional, and educational development. However, its pedagogical value has rarely been evaluated from the students' perspective. This study, commissioned by a third-sector organization and conducted by an interdisciplinary team from the Faculties of Psychology and Education at the University of Barcelona, analyzes what learning children identify in this time and what factors facilitate or hinder it through a participatory evaluation based on the Photovoice methodology. Five schools in Catalonia participated, with 50 fourth- and fifth-grade students who generated photographs and narratives that were analyzed using inductive thematic analysis. The results show that children learn about social interaction and social-emotional skills; participation and engagement; positive time and space management; and nutrition education and sustainability. Key facilitators include variety of activities, suitable spaces, and opportunities for participation. Barriers include conflicts among peers, infrastructure limitations, repetitive menus, and limited child participation in organizational decisions. The study demonstrates the potential of Photovoice to incorporate children’s voices into evaluation processes and provides evidence for rethinking midday educational time as a comprehensive pedagogical space focused on personal development, well-being, and child participation.
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