scholarly journals Surfacing complexity in shared book reading: The role of affordance, repetition and modal appropriation in children's participation

2021 ◽  
Vol 28 ◽  
pp. 100496
Author(s):  
Lucy Rodriguez Leon ◽  
Jane Payler
Keyword(s):  
Book Reading ◽  
Shared Book Reading ◽  
Children’S Participation ◽  
Children's Participation

scholarly journals Den private religion: Fortolkninger af muslimske børns religiøse tilhørsforhold i en dansk folkeskole

2017 ◽  
Vol 8 (2) ◽  
pp. 57
Author(s):  
Marianne Holm Pedersen
Keyword(s):  
School Leadership ◽  
School Life ◽  
School Activities ◽  
Parents And Children ◽  
Children’S Participation ◽  
Private Matter ◽  
Teachers And Parents ◽  
Children's Participation ◽  
Role Of Religion

While the teaching of religion in the Danish folkeskole is a widely debated issue, there is little knowledge about how parents of Muslim background relate to the role of religion in the children’s daily school life. This article explores the meanings that teachers and parents at a school in the Danish province attribute to Muslim children’s religious backgrounds. Based on interviews with school leadership, teachers, parents and children, it particularly examines how they interpret the course ‘knowledge of Christianity’ and how they view the division of responsibility for teaching children about religion. It argues that while both parents and teachers understand religious belonging as a private matter that does not concern the school, they have different understandings of what this means and what it should imply for the children’s participation in school activities. The article further argues that the so-called encounter between ‘Muslim practices’ and ‘Danish values’ rather constitutes yet another example of negotiations that have always taken place in modern Danish society between the institutions of family and school.

scholarly journals Keeping it simple: the grammatical properties of shared book reading

2017 ◽  
Vol 45 (3) ◽  
pp. 753-766 ◽  
Author(s):  
Claire H. NOBLE ◽  
Thea CAMERON-FAULKNER ◽  
Elena LIEVEN
Keyword(s):  
Reading Development ◽  
Book Reading ◽  
Shared Book Reading ◽  
Grammatical Development ◽  
Positive Effects ◽  
Toy Play

AbstractThe positive effects of shared book reading on vocabulary and reading development are well attested (e.g., Bus, van Ijzendoorn, & Pellegrini, 1995). However, the role of shared book reading in grammatical development remains unclear. In this study, we conducted a construction-based analysis of caregivers’ child-directed speech during shared book reading and toy play and compared the grammatical profile of the child-directed speech generated during the two activities. The findings indicate that (a) the child-directed speech generated by shared book reading contains significantly more grammatically rich constructions than child-directed speech generated by toy play, and (b) the grammatical profile of the book itself affects the grammatical profile of the child-directed speech generated by shared book reading.

Staging joyful spectacles: Exploring the temporalities of positive affect in child-focused NGO programs

2021 ◽  
pp. 0308275X2110047
Author(s):  
Annie McCarthy
Keyword(s):  
Positive Affect ◽  
Development Work ◽  
Development Programs ◽  
Successful Development ◽  
Children’S Participation ◽  
Children's Participation ◽  
Temporal Dimensions ◽  
The Way

The child has long been a powerfully affective figure in development work – whether as an abject victim or a joyful symbol of brighter futures. While the power of children to produce emotions in donors has been well studied, far less attention has been given to children’s own affective relationships with development organisations. This article explores the role of affect in children’s participation in non-governmental organisation (NGO) programs in Delhi, India. In particular, by focusing on spectacles of performance, this article highlights the importance of positive affects: happiness, fun, and joy in child-focused NGO programs. Yet, rather than a cynical critique of the way children’s joy is captured (typically in images) and translated into narratives of successful development, this article seeks to explore the possibilities for sincere ethnographic engagement with happiness itself. Drawing on the work of Sara Ahmed, and exploring the temporal dimensions of positive affects, I seek to engage seriously with children’s joyful experiences in development programs, while simultaneously questioning any simplistic equation of child happiness with developmental success.

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