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The Routledge International Handbook of Learning with Technology in Early Childhood de Natalia Kucirkova

The Routledge International Handbook of Learning with Technology in Early Childhood: Routledge International Handbooks of Education

Editat de Natalia Kucirkova, Jennifer Rowsell, Garry Falloon
en Limba Engleză Paperback – 16 ian 2020
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.
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Specificații

ISBN-13: 9781138308190
ISBN-10: 1138308196
Pagini: 472
Dimensiuni: 174 x 246 x 23 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge International Handbooks of Education

Locul publicării:Oxford, United Kingdom

Cuprins

Foreword
Rosie Flewitt (University College of London, UK)
Section One: Studying children’s contemporary play
  1. Cut it out! Materiality and Action in Children’s Play and ToymakingKaren Wohlwend & Jaye Johnson Thiel Indiana University, USA
  2. Chestcam tales: Exploring embodied ethnography with young childrenJackie Marsh, University of Sheffield, UK
  3. The development of childhood culturesAnne Haas Dyson, Illinois University, USA
    Section Two: Studying specific groups of children
  4. Meeting the needs of students in a multilingual classroom: Linking Research to PracticeRahat Zaidi, University of Calgary, Canada
  5. Research with children with SENMelissa Allen, Lancaster University, UK
  6. Children from diverse backgroundsJim Anderson, British Columbia
    Section Three: Studying children’s practices at home and in lab settings
  7. Learning at homeLaidlaw, O’Mara & Wong, Deakin University, Australia
  8. Community-based researchPam Whitty, University of New Brunswick, Canada
  9. Using magnetic resonance imaging in infants and young children and its implication for bridging the fields of Neuroscience and EducationNadine Gaab, Harvard University, USA
    Section Four: Children’s global practices and movement through space
  10. "Talk into my GoPro, I’m making a movie!" Using digital ethnographic methods to explore children’s experiences in the woodsDebra Harwood & Diane Collier, Brock University, Canada
  11. Deep hanging out: artifactual literacies and ethnographic methodsMargaret Somerville & Sarah Powell, Western Sydney University, Australia
  12. Getting away from the screen: the play affordances of Internet connected toysDonell Holloway, Edith Cowan University, Australia

    Section Five: Studying children’s learning with others
  13. This is the stuff that literacies are made of: Researching children’s learning with grandparents and other elders through ethnographic methodsRachel Heydon, & Xiaoxiao Du, University of Western Ontario, Canada

  14. Children and parents interacting together with an app supportKathy Sylva & Fiona Roberts, University of Oxford, UK
  15. Children learning in their familiesTisha Lewis, University of Georgia, USA
    Section Six: Children’s learning through body, embodiment and haptics
  16. EmbodimentKerryn Dixon, Wits University, South Africa
  17. Technologies, affordances, children and (embodied) reading: a call for intedisciplinarityAnne Mangen, Trude Hoel, Thomas Moser, University of Oslo, Norway
  18. Valuing Signs of Learning: A Multimodal Perspective on Observation and Digital Documentation in Early Years ClassroomsKate Cowan, University College London, UK
    Section Seven: Studying reading and interacting on screen
  19. Eye-tracking and e-booksZsofia Takacs, Eötvös Loránd University, Hungray
  20. Lab-based studies of children’s reading on screenBrenna Hassinger and Rebecca Dore, University of Delaware, USA
  21. Visual methods for studying children’s interactions on screenAbi Hackett & Lucy Caton, Manchester Metorpolitan University, UK
    Section Eight: Children’s multiliteracies
  22. Who's helping who?: Young children seeking help when learning to writeAnnette Woods, Queensland University of Technology, Australia
  23. Children’s literature and critical literacyPeggy Albers, Georgia State University, USA, together with Vivian Vasquez and Jerry Harste

  24. Methodologies without methodology: (Re)imagining research practices when thinking with poststructural and posthumanist theoriesCandace Kuby, Missouri University, USA
    Section Nine: Children’s drawing, mark-making and arts
  25. Studying science apps in low-income pre-schoolsLena Lee, Miami University, USA
  26. Storying as a methodology in early years classroomsCathy Burnett and Guy Merchant, Sheffield Hallam University, UK
  27. Student generated visual narratives: lived experiences of learningNarelle Lemon, La Trobe University, Australia
  28. Arts-based methods
Linda Knight, Queensland University of Technology, Australia

Descriere

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.