Negotiating citizenship: a young child's collaborative meaning-making constructions of beavers as a symbol of Canada

Gillen, Julia; Cameron, Catherine Ann

doi:10.1080/09500782.2017.1302466

Cited by 8 publications

(5 citation statements)

References 37 publications

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“…This approach uses a combination of interviews, fieldnotes and video recordings to collect data – with the focus being on one day in the life of the child and their family. This design was first implemented in a project studying two-and-a-half-year-old girls in their home settings in six countries (Gillen and Cameron, 2010), and it has since been adapted to study young children in transition between early years settings and their homes (Gillen and Cameron, 2017).…”

Section: Methodsmentioning

confidence: 99%

Space and practices: Engagement of children under 3 with tablets and televisions in homes in Spain, Sweden and England

Poveda¹,

Matsumoto

Sundin

et al. 2020

Journal of Early Childhood Literacy

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Young children’s engagements with digital technologies form part of their emergent everyday literacy practices. The study reported here derives from the pan-European study ‘A Day in the Digital Lives of Children aged 0-3’. The methodology was centred on the videoing of an entire day’s experiences of a child aged under 3, together with a reflective interview with the parents and inventories related to digital access, skills and activities of the child. In this paper, we look at three children in Spain, Sweden and England, respectively. We examine our data through three prisms. (1) Spatio-temporal: We consider the children’s engagements in terms of their appropriation of space, in relationships with others in the home and the intimate geographies of young children’s digital literacies. (2) Parental discourse: We use the tensions and contradictions for families framework to examine the selection and monitoring of digital literacies. (3) Practice: Drawing on the first two prisms, we zoom into how children engage with tablet devices and television. Our research demonstrates richness, diversity and agency in these young children’s practices with technologies. We propose the concept of living-room assemblage as an analytical metaphor to understand the macrohabitats of young children’s digital literacies and practices, which emerge as multi-layered, creative and co-occurring with other family activities.Our analysis also explores the challenges presented to parents and the ways in which they navigate tensions and contradictions in their media and digital environments, which are condensed in family practices and discourses around tablets and television.

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Section: Methodsmentioning

confidence: 99%

Space and practices: Engagement of children under 3 with tablets and televisions in homes in Spain, Sweden and England

Poveda¹,

Matsumoto

Sundin

et al. 2020

Journal of Early Childhood Literacy

Self Cite

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“…The original methodology has been applied to developmentally different aspects, allowing the researcher to deepen, in socio-cultural perspectives how children comprehend and co-construct (for instance) their symbolic and literacy abilities (Pinto et al, 2008(Pinto et al, , 2011(Pinto et al, , 2015, their affective experiences in the use of domestic spaces and their meanings of cultural values for instance (Cameron et al, 2014b;Gillen and Cameron, 2017).…”

Section: The Methodological Challenge: the "Day In The Life" (Ditl) Lensmentioning

confidence: 99%

An Old Mechanism, Imitation, Geared for Socio-Material Knowing in a “Day in the Life” of First Graders

2020

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This paper adopts sociomateriality as a theoretical lens to further our understanding of how imitation acts to support the use of objects, and in doing so, constitutes a sociomaterial practice. Within a sociomaterial perspective we aimed to perform the analysis of imitation as a powerful way to learn how to use objects embedded into the practices within which the objects are constituted. The contribution of this approach is illustrated using the findings of the application of the quasi-ecological Day in the Life (DITL) methodology to the everyday lives of two 6-year-old children. Within a casestudy frame, we traced the children's imitation behaviors focused on the use of objects during an entire day of their life, the various people and practices with which they were associated, the multiple sociomaterial configurations that the objects assume, and the social and material consequences of their use. Imitation appears to be is a complex activity, involving multiple stakeholders who interact in order to facilitate the understanding of various artifacts across diverse knowledge domains, and enhance their interpretive flexibility across communities of practice.

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“…This design was first implemented in a project studying two-and-a-half-yearold girls in their home settings in six countries (Gillen & Cameron, 2010). It has since been adapted to study young children in transition between Early Years settings and their homes (Gillen & Cameron, 2017).…”

Section: Methodsmentioning

confidence: 99%

A Day in the Digital Lives of Children Aged 0–3: England, Spain, and Sweden

Gillen¹,

Matsumoto²,

Sundin³

2019

Proceedings of the 2019 AERA Annual Meeting

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Children grow up in homes where digital technology has become part of social practice. From a family perspective, this may be a cause of tensions and contradictions. Parents are known to wish for more guidance as to how to bring technology into their children's lives in beneficial ways. In this paper, we explore three European cases of family perspectives on tension and contradictions regarding digital technologies (tablets and apps, and digital TV) in respect of a child under three years old. Our participatory methodology involves video-recording, interviewing and compilation of inventories of technologies and skills. We build upon previous research in Australia with an adaption of the TCF (tensions and contradictions for families) framework (Kervin, Verenikina, & Rivera, 2018) to include the areas of practice, selections and monitoring. The three cases are studied from the six factors of the TCF. The family perspectives show some different approaches towards digital activities, but also some common awareness of the need for selections of good quality of tablets and apps as well as TV programmes. They also express some lack of guidance for the selection of children's media including apps. In addition, the families show contradictions between permitting children's autonomy and maintaining restrictions for the uses of tablets and apps, while this is usually perceived as less of a problem when it comes to the use of TV.

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Negotiating citizenship: a young child's collaborative meaning-making constructions of beavers as a symbol of Canada

Cited by 8 publications

References 37 publications

Space and practices: Engagement of children under 3 with tablets and televisions in homes in Spain, Sweden and England

Space and practices: Engagement of children under 3 with tablets and televisions in homes in Spain, Sweden and England

An Old Mechanism, Imitation, Geared for Socio-Material Knowing in a “Day in the Life” of First Graders

A Day in the Digital Lives of Children Aged 0–3: England, Spain, and Sweden

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