This book brings together innovative work happening in childhood research across disciplinary boundaries and across the world. It focuses specifically on the most cutting-edge, innovative methodological approaches in the study of children's use and learning with digital technologies and children's experiences of key 21st century trends (e. g. immigration or multiculturalism). A true effort is made to have dialogues across diverse fields and contested fields of research (including educational psychology, post-humanist literacy, narrative approaches, developmental approaches). The book is a comprehensive survey of methods in the field of children's technologies. The volume is a substantive and strategic collection of international approaches to early childhood and technologies. The authors reflect on what works and what doesn't work in relation to specific innovative research methods.
Inhaltsverzeichnis
Foreword
Rosie Flewitt (University College of London, UK)
Section One: Studying children's contemporary play
- Cut it out! Materiality and Action in Children's Play and Toymaking
Karen Wohlwend & Jaye Johnson Thiel Indiana University, USA
- Chestcam tales: Exploring embodied ethnography with young children
Jackie Marsh, University of Sheffield, UK
- The development of childhood cultures
Anne Haas Dyson, Illinois University, USA
Section Two: Studying specific groups of children
- Meeting the needs of students in a multilingual classroom: Linking Research to Practice
Rahat Zaidi, University of Calgary, Canada
- Research with children with SEN
Melissa Allen, Lancaster University, UK
- Children from diverse backgrounds
Jim Anderson, British Columbia
Section Three: Studying children's practices at home and in lab settings
- Learning at home
Laidlaw, O'Mara & Wong, Deakin University, Australia
- Community-based research
Pam Whitty, University of New Brunswick, Canada
- Using magnetic resonance imaging in infants and young children and its implication for bridging the fields of Neuroscience and Education
Nadine Gaab, Harvard University, USA
Section Four: Children's global practices and movement through space
- "Talk into my GoPro, I'm making a movie!" Using digital ethnographic methods to explore children's experiences in the woods
Debra Harwood & Diane Collier, Brock University, Canada
- Deep hanging out: artifactual literacies and ethnographic methods
Margaret Somerville & Sarah Powell, Western Sydney University, Australia
- Getting away from the screen: the play affordances of Internet connected toys
Donell Holloway, Edith Cowan University, Australia
Section Five: Studying children's learning with others
- This is the stuff that literacies are made of: Researching children's learning with grandparents and other elders through ethnographic methods
Rachel Heydon, & Xiaoxiao Du, University of Western Ontario, Canada
- Children and parents interacting together with an app support
Kathy Sylva & Fiona Roberts, University of Oxford, UK
- Children learning in their families
Tisha Lewis, University of Georgia, USA
Section Six: Children's learning through body, embodiment and haptics
- Embodiment
Kerryn Dixon, Wits University, South Africa
- Technologies, affordances, children and (embodied) reading: a call for intedisciplinarity
Anne Mangen, Trude Hoel, Thomas Moser, University of Oslo, Norway
- Valuing Signs of Learning: A Multimodal Perspective on Observation and Digital Documentation in Early Years Classrooms
Kate Cowan, University College London, UK
Section Seven: Studying reading and interacting on screen
- Eye-tracking and e-books
Zsofia Takacs, Eö tvö s Lorá nd University, Hungray
- Lab-based studies of children's reading on screen
Brenna Hassinger and Rebecca Dore, University of Delaware, USA
- Visual methods for studying children's interactions on screen
Abi Hackett & Lucy Caton, Manchester Metorpolitan University, UK
Section Eight: Children's multiliteracies
- Who's helping who? : Young children seeking help when learning to write
Annette Woods, Queensland University of Technology, Australia
- Children's literature and critical literacy
Peggy Albers, Georgia State University, USA, together with Vivian Vasquez and Jerry Harste
- Methodologies without methodology: (Re)imagining research practices when thinking with poststructural and posthumanist theories
Candace Kuby, Missouri University, USA
Section Nine: Children's drawing, mark-making and arts
- Studying science apps in low-income pre-schools
Lena Lee, Miami University, USA
- Storying as a methodology in early years classrooms
Cathy Burnett and Guy Merchant, Sheffield Hallam University, UK
- Student generated visual narratives: lived experiences of learning
Narelle Lemon, La Trobe University, Australia
- Arts-based methods
Linda Knight, Queensland University of Technology, Australia
