“And then it’s my turn”: Negotiating participation in tablet activities in early childhood education and care

Abstract

The article explores the sociomaterial organization of preschool children’s digital literacy activities, focusing on how participant positions are enacted and distributed. The data material consists of 70 hours of video-recorded observations in early childhood education and care in Norway. Drawing on Ethnomethodology/conversation analysis (EMCA) and Science and Technology Studies (STS), we approach digital literacy practices through the following analytical concepts: participation framework, positioning, script and mutual enactment. The analysis of a twenty-minute sequence shows how tablet activities are dynamic and shifting, where the participant framework, positions and scripts are mutually enacted. Through our analysis we show how the creation of activity frames with a joint focus of attention is important for establishing and sustaining digital literacy as a collaborative activity. It is suggested that applications with weaker scripts might also be important. Here, we show how the “owner” uses a range of interactional resources to establish and sustain control and mutual involvement in literacy activity. This also involves how the technology is enacted in multiple ways.

Exploring material things in family life : Morality and intimacy in sibling- and child-parent interaction

“…Weaving together these three approaches enables an inquiry into how family life is enacted. Enactment is a key concept in the STS-research drawn on in this thesis (Latour, 2005;Law, 2004;Mol, 2002;Woolgar & Lezaun, 2013), and which has become widely used in Child Studies (see e.g., Aarsand & Sørenssen, 2021;Dannesboe, 2021;Eßer, 2017;Hrechaniuk, 2021;Sparrman et al, 2016;Sparrman et al, 2023). Studying social phenomena by means of how they are enacted enables an inquiry into how they are brought into being in and through the interaction of multiple (human and nonhuman) actors (Woolgar & Lezaun, 2013; see also Law, 2004;Woolgar & Neyland, 2013).…”

“…The interactional approach to family life is therefore woven together with research in Child Studies/Children's Geographies 2 that engages with studying how family life takes shape in the relations between family members and material things (see e.g., Dannesboe, 2021;Gulløv & Wentzel Winther, 2021). This research has focused on how engagements with material things affect the everyday lives of children (see e.g., Aarsand & Sørenssen, 2021;Rautio, 2013;Rautio & Jokinen, 2016) and families (see e.g., Dannesboe, 2021;Horton, 2010;Palludan & Wentzel Winther, 2017;Sparrman et al, 2016). Such research has been inspired, just as this thesis, by ideas in e.g., STS that regard social phenomena as "enacted", i.e., as achieved, accomplished or brought into being by multiple -human and nonhuman -entities in practice (Woolgar & Neyland, 2013; see also Latour, 2000;2005;Law, 2004;Mol, 2002; 3 .…”

«Jeg har ikke trykt!» Ytringer om teknologi ved lesing av digitale bildebøker i barnehagen

“…For å opprettholde dette eierskapet, blir det nødvendig for barna å dele med andre og å få andre med i eierskapet av tingene og leken (Corsaro, 2018). Barns deling kan blant annet komme til uttrykk ved at de sørger for turtaking seg imellom, og kan forstås som en viss sans for rettferdighet dem imellom (Arnott, 2013;Aarsand & Sørenssen, 2021). Turtaking er sentralt i den sosiale virkeligheten i barns liv i barnehagen; de sosiale normene om å dele er ikke bare knyttet til digital teknologi, men må sees som en overordnet norm (se bl.a.…”

“…Vi tolker dette som et eksempel på at barna er opptatt av rettferdighet. Tidligere forskning har også pekt på barna som aktive forhandlere om rettigheter til å vaere den aktivt handlende (Arnott, 2013;Aarsand & Sørenssen, 2021), men også den som har omsorg for sine venners rettigheter (Johansson, 2002).…”

Young children’s agency with digital technologies

“…Agency is therefore regarded as a complex and dynamic socio‐material process (Rainio, 2008), and in terms of infants, toddlers and technologies suggests consideration of how young children use and engage with technologies. While infants are acknowledged as ‘intentional agents who draw on complex social and emotional capabilities in ways that influence the dynamics of their relationships’ (Salamon et al, 2017, p. 371), it is also noted that agency in terms of digitally mediated engagements considers the interaction between people and technologies as both social and material (Aarsand & Sørenssen, 2021).…”