How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives

2013 ◽  
Vol 36 (2) ◽  
pp. 250-269 ◽  
Author(s):  
Ann Farrell ◽  
Susan Danby
Keyword(s):  
Young Children ◽  
Everyday Lives ◽  
Children’S Accounts

scholarly journals Using mobile phone diaries to explore children’s everyday lives

Childhood ◽  
2012 ◽  
Vol 19 (4) ◽  
pp. 539-553 ◽  
Author(s):  
Lydia Plowman ◽  
Olivia Stevenson
Keyword(s):  
Young Children ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Research Team ◽  
Experience Sampling ◽  
Text Messages ◽  
Everyday Lives ◽  
Novel Approach ◽  
Sufficient Detail ◽  
The Everyday

This article describes a novel approach to experience sampling as a response to the challenges of researching the everyday lives of young children at home. Parents from 11 families used mobile phones to send the research team combined picture and text messages to provide ‘experience snapshots’ of their child’s activities six times on each of three separate days. The article describes how the method aligns with an ecocultural approach, illustrates the variation in children’s experiences and provides sufficient detail for researchers to adapt the method for the purposes of collecting data in other contexts. The article summarizes the benefits and shortcomings from the perspectives of families and researchers.

Early Childhood Corner: Recognizing the Mathematics

1997 ◽  
Vol 4 (2) ◽  
pp. 112-115
Author(s):  
Birgitta Corneille
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Nursery School ◽  
Everyday Lives ◽  
One Year

The mathematics that young children explore or to which they are exposed depends on what is important in their everyday lives. One year when teaching nursery school. I found that groups of children on the playground were counting back from ten to zero to “Blast off!” They were usually perched on different climbing apparatus.

Communicating with Disabled Children

2003 ◽  
Vol 27 (1) ◽  
pp. 26-35 ◽  
Author(s):  
Kirsten Stalker ◽  
Clare Connors
Keyword(s):  
Basic Skills ◽  
Disabled Children ◽  
Visual Aids ◽  
Older Children ◽  
Policy And Practice ◽  
Policy Makers ◽  
Everyday Lives ◽  
Communication Impairments ◽  
Children’S Accounts

Kirsten Stalker and Clare Connors discuss the methods used in a study seeking disabled children's accounts of their everyday lives. The research is set in the context of policy and practice initiatives promoting communication with disabled children and other recent research, which suggests that not all practitioners and policy makers are meeting their responsibilities in this area. In this study of 26 disabled children's lives, different interview schedules were used with younger and older children, along with a number of visual aids and activities. The design and effectiveness of these is discussed in detail. Various methods were used to obtain the views of children with communication impairments. The authors conclude that communicating with most disabled children is little different from communicating with any child. Some basic skills are not hard to learn, and attitudes are all important. The methods described here could well be adapted and expanded for use in the field of adoption and fostering.

scholarly journals Weaving Tales and Leaving Trails

2009 ◽  
Vol 3 (1) ◽  
pp. 49-52
Author(s):  
Georgia Heard
Keyword(s):  
Young Children ◽  
Everyday Lives ◽  
Straight Line ◽  
The World ◽  
Night Sky

I have been thinking about the over-arching theme of the poems and I think that they are all about literacy in some form or another."Straight Line" is about young children who are just entering into the world of words, and are taught in schools to be silent; "Stars" is about how we weave tales and songs from the night sky—and the world around us—to help us make meaning; and "The Paper Trail" is how ordinary words—in our everyday lives leave trails—even after we are gone.

Uncovering young children’s transformative digital game play through the exploration of three-year-old children’s cases

2017 ◽  
Vol 18 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Youn Jung Huh
Keyword(s):  
Young Children ◽  
Real Life ◽  
Physical Space ◽  
Digital Games ◽  
Virtual Space ◽  
Learning Tools ◽  
Digital Game ◽  
Game Play ◽  
Everyday Lives ◽  
Digital World

In contrast to studies focusing on digital games as learning tools, this study shows how young children use digital games as a means of facilitating spontaneous play in their everyday lives. This article highlights how 4 three-year-old children’s play with digital games revealed their ability to create new forms of play by mixing their digital game play and other play in real life. In addition, this study shows various examples of young children breaking game boundaries (e.g. rule-breaking; using virtual space as a source for their spontaneous play; navigating between virtual and physical space for their play) in their digital game playing. This finding suggests that digital games do not entirely change or displace other practices in early childhood, but young children’s digital game play is very closely related to their spontaneous play as it occurs in their everyday lives. Young children are agentic and capable users of digital technologies, incorporating the digital world for their own purposes.

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