Routledge International Handbook of Learning with Technology in Early Childhood
Produktdetaljer
Om bidragsyterne
Natalia Kucirkova is Senior Research Fellow at University College London, UK. She graduated in Psychology, holds a Masters in Research Methods and a Doctorate in Education. She worked at the Oxford University Education Department, pursued a pre-doctoral fellowship at the Harvard Graduate School of Education and currently works as Senior Research Fellow at University College London, UK. Her research concerns innovative ways of supporting children’s book reading, digital literacy and exploring the role of personalisation in early years. Her publications appeared in Communication Disorders Quarterly, First Language, Computers & Education or Cambridge Journal of Education. She has been commended for her engagement with teachers and parents at a national and international level. Jennifer Roswell is Professor in the department of Teacher Education and Canada Research Chair in Multiliteracies at Brock University, Canada. Her research interests include: research in schools and communities doing multimodal work with children and youth; exploring how younger generations think and interact through technologies, videogames and immersive environments; and, longitudinal work in homes connecting artifacts and material worlds with literacy and identity practices. She is Co-Series Editor with Cynthia Lewis of the Routledge Expanding Literacies in Education Series and the Digital Literacy Editor for The Reading Teacher. Her latest books are The Routledge Handbook of Literacy Studies, co-edited with Kate Pahl and Generation Z: Zombies, Popular Culture, and Educating Youth, Co-Edited with Victoria Carrington, Esther Priyadharshini, and Rebecca Westrup.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.
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, Eötvös Loránd 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