Children writing ethnography: children's perspectives and nomadic thinking in researching school classrooms

2015 ◽  
Vol 11 (1) ◽  
pp. 74-90 ◽  
Author(s):  
Riikka Hohti
Keyword(s):  
Children’S Perspectives

“Books, physical spaces, rules, people”: A holistic analysis of young Chinese children’s perceptions of public libraries

2021 ◽  
pp. 096100062110071
Author(s):  
Pianran Wang ◽  
Jianhua Xu ◽  
Brian W. Sturm ◽  
Qi Kang ◽  
Yingying Wu
Keyword(s):  
Young Children ◽  
Public Libraries ◽  
Library Services ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Classification Index ◽  
Physical Spaces ◽  
Chinese Public ◽  
Theory Technique

Young children’s perceptions of library services are often ignored when providing library services to this group. In order to reveal young children’s perceptions, grounded theory technique was used to analyze the interview data from 92 young Chinese children. The authors first proposed an integrated model of young children’s perceptions of Chinese public libraries, including the elements of books, physical spaces, rules, and people. Subsequently, the model is compared to the adult experts’ perspectives, revealing that young children could perceive all the experts’ proposed services and functions. Besides, they could perceive rules in libraries. Furthermore, young children were able to convert the abstract library classification index system to perceptible clues. The findings could be used to improve library services to accurately conform to young children’s perspectives.

Parents’ and Children's Perspectives of a Children's Hospice Bereavement Program

2007 ◽  
Vol 23 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Betty Davies ◽  
John Collins ◽  
Rose Steele ◽  
Karen Cook ◽  
Vivian Distler ◽  
...  
Keyword(s):  
Children’S Perspectives

From educational work to companionship: Juxtaposing adults’ and children’s perspectives on work and play in early childhood

Childhood ◽  
2020 ◽  
pp. 090756822094713
Author(s):  
Barbara Turk Niskač
Keyword(s):  
Early Childhood ◽  
Social Interactions ◽  
Theoretical Framework ◽  
Educational Process ◽  
Ethnographic Study ◽  
Human Existence ◽  
Complex World ◽  
Educational Work ◽  
Children’S Perspectives

The paper draws on ethnographic study and goes beyond dualistic understanding of work and play to investigate the complex world of social interactions among preschoolers. While adults viewed work as an educational process through which children’s personalities are shaped in a desired way, the children perceived work as a means of social interactions. Building on the theoretical framework of sociality and intersubjectivity, the paper suggests that work, play and learning can represent complementary aspects of human existence and living.

Children’s cooperation in a number activity in kindergarten

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Tuva Schanke
Keyword(s):  
Video Data ◽  
Outdoor Activity ◽  
Children’S Perspectives ◽  
Material Resources ◽  
School Preparation

Norwegian kindergartens organize school-preparation activities for five- and six-year-old children. Prior studies have mainly focused on the distribution and content of preparatory activities, whereas there is less research about children’s perspectives and contributions. Video data was collected in a Norwegian kindergarten over a seven-month period, and the paper analyses how children cooperate and use verbal, non-verbal and material resources in an outdoor activity focused on numbers and counting. The children share knowledge about numbers and the rules of the activity, and they show strong willingness to include each other in the activity. The main implication for practice is that children at this age are in possession of quite advanced cooperative skills and capable of managing a number activity.

scholarly journals Children’s Perspectives on Their Learning in School Spaces: What Can We Learn from Children in Brazil and Finland?

2018 ◽  
Vol 50 (3) ◽  
pp. 259-277 ◽  
Author(s):  
Juliene Madureira Ferreira ◽  
Kirsti Karila ◽  
Luciana Muniz ◽  
Paula Faria Amaral ◽  
Reijo Kupiainen
Keyword(s):  
Children’S Perspectives

Transparent choices: communicating packaged food content to children

2017 ◽  
Vol 16 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Meaghan Brierley ◽  
Charlene Elliott
Keyword(s):  
Information Needs ◽  
Food Packaging ◽  
Food Choices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Healthy Foods ◽  
Children’S Perspectives ◽  
Packaging Design ◽  
Food Content ◽  
Packaged Food

Focusing on how children make food choices, this article presents research to support efforts to meet children’s information needs when it comes to food packaging. Using focus groups, the authors examine children’s perspectives on ‘most healthy’ and ‘least healthy’ packaged food. Findings reveal that children understand whole foods as ‘healthy’ foods, use the Nutrition Facts label to guide their decisions, and interpret package visuals as literal descriptions of what a food contains. These findings provide evidence-based support to improve food packaging design regulations. Finally, the authors call for transparent visual communication strategies, which aim to improve the critical thinking skills of children, and provide a foundation for informed decision-making across a lifetime.

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