Talk to me! Possibilities of constructing children’s voices in the domestic research context

Childhood ◽  
2016 ◽  
Vol 24 (1) ◽  
pp. 68-83 ◽  
Author(s):  
Elina Noppari ◽  
Niina Uusitalo ◽  
Reijo Kupiainen
Keyword(s):  
Longitudinal Study ◽  
Home Environment ◽  
Meaning Making ◽  
Children's Media ◽  
Research Context ◽  
Methodological Challenges ◽  
Media Environments ◽  
Power Trust ◽  
Children’S Voices

This self-reflective article explores the possibilities of producing children’s ‘voice’ in the domestic research context. We look at producing voices as the process of giving an account of children’s meaning making and life. We examine the methodological challenges of producing voices in the home environment from three perspectives: power, trust and ethics. The findings presented in the article are based on an ongoing longitudinal study of Finnish children’s media environments, which began in 2007 and will continue through 2016.

scholarly journals Toddlers Watching TV - A study on the role of electronic media in the everyday-lives of one to three year old children

2007 ◽  
Vol 13 (Kinderfernsehen) ◽  
pp. 1-14
Author(s):  
Stine Liv Johansen
Keyword(s):  
Meaning Making ◽  
Electronic Media ◽  
Television Programs ◽  
Children's Media ◽  
Everyday Lives ◽  
Self Image ◽  
The Social ◽  
Set Up ◽  
Watching Tv ◽  
The Way

In recent studies on children and electronic media, children are acknowledged as active users, interpreting TV-texts in various meaningful ways, according to their previously constructed knowledge of narratives and relating the texts to their everyday lives. Still, there is a tendency that toddlers' (ages 1 to 3) viewing is neglected, and seen as mere fascinations of patterns, bright colours and movements without focusing on the social uses or uses in which television narratives come to play an important part in small children's experimenting with building identity and self-image. This article focuses on the meaning-making processes that take place when toddlers watch television and DVD, and the way in which they broaden the reception-situation to different arenas, for instance through play and different uses of merchandise connected to the television programs. Also, it studies the context of children's media use, the way both parents, media and market set up the frames of children's reception.

Media Education and the End of the Critical Consumer

2003 ◽  
Vol 73 (3) ◽  
pp. 309-327 ◽  
Author(s):  
DAVID BUCKINGHAM
Keyword(s):  
Identity Formation ◽  
Empirical Studies ◽  
Media Culture ◽  
Media Education ◽  
Children's Media ◽  
Media Pedagogy ◽  
The United Kingdom ◽  
Media Environments ◽  
Modernist Project

In this article, David Buckingham addresses the challenges media educators face in dealing with postmodern media culture. Buckingham begins by outlining the nature of contemporary developments in children's media environments and how these relate to broader changes in their social status. He argues that these developments represent a fundamental challenge to the modernist project of media education, with its emphasis on the production of critical consumers. Buckingham then moves on to draw on his own empirical studies of media classrooms in the United Kingdom. He deals first with the issue of identity formation and the implications of current changes for teaching about representation. Second, he considers the role of play, particularly in relation to students' media production, and the potential limitations of a more ludic, or playful, approach. Buckingham then addresses the difficulties posed by students' use of parody, both ideologically and in terms of learning. Finally, he considers a more comprehensively postmodern approach to media pedagogy. Ultimately, Buckingham suggests that the modernist project cannot simply be abandoned by media educators, but that it does need to be comprehensively reconsidered in light of contemporary developments.

scholarly journals Women’s Engagement with Humanist, Spiritual and Religious Meaning-Making in Prison: A Longitudinal Study of Its Impact on Recidivism

Religions ◽  
2018 ◽  
Vol 9 (6) ◽  
pp. 171
Author(s):  
Jeff Duncan ◽  
Richard Stansfield ◽  
Steve Hall ◽  
Tom O’Connor
Keyword(s):  
Longitudinal Study ◽  
Meaning Making ◽  
Religious Meaning

Multimodal map making with young children: exploring ethnographic and participatory methods

2011 ◽  
Vol 11 (3) ◽  
pp. 311-330 ◽  
Author(s):  
Alison Clark
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Learning Communities ◽  
Learning Environments ◽  
Meaning Making ◽  
Participatory Methods ◽  
Professional Boundaries ◽  
Mosaic Approach ◽  
Cultural Brokerage ◽  
A Site

Researching the ‘insider’ perspectives of young children requires a readiness to not only tune into different modes of communication but also to create opportunities for this knowledge to be communicated to others. This research is based on a longitudinal study involving young children and adults in the design and review of learning environments. This article first explores mapmaking, one of the methods used in the Mosaic approach as a site of multi-modal communication. Second, it investigates how the maps, as informant-led representations can promote ‘cultural brokerage’ (Chalfen and Rich, 2007) by facilitating the exchange of meanings within learning communities and beyond. This applied ethnographic and participatory research raises questions about the importance of making visible these opportunities for meaning-making across generational and professional boundaries.

scholarly journals On Barriers to Accessing Children’s Voices in School Based Research

2020 ◽  
Vol 7 (1) ◽  
pp. 164-193
Author(s):  
Jacqueline P. Leighton
Keyword(s):  
Empirical Research ◽  
Home Environment ◽  
Personal Experience ◽  
School Administrators ◽  
Children's Rights ◽  
The Other ◽  
School Settings ◽  
School Based ◽  
Children’S Voices ◽  
Research Psychologist

In the research conducted since the inception of the CRC, relatively little theoretically-driven psychological work has been devoted to exploring the issue of children’s rights in classrooms and schools (Urinboyev, Wickenberg, & Leo, 2016). The purpose of this paper is to take a step back and hypothesize based on personal experience, as a research psychologist, the reasons for the relative absence of theoretically-driven empirical research. The motivation for this work stems from the following premises: Psychologists are naturally interested in studying children in a variety of domains. The school is one of the two most important domains in a child’s life; the other being the home environment. However, the study of children in school settings is controlled by school administrators and teachers. As Urinboyev et al. (2016, p. 536) state “some studies [have] found that there is a strong resistance among teachers to accept fully children as rights holders in many schools… .” Consequently, there are significant challenges for researchers in accessing children’s voices about matters that pertain to them in school settings.

scholarly journals Children’s Perspectives through the Camera Lens

2013 ◽  
Vol 33 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Kaoruko Kondo ◽  
Ulrika Sjöberg
Keyword(s):  
Present Article ◽  
Meaning Making ◽  
Constructivist Approach ◽  
Young Adolescents ◽  
Research Setting ◽  
Children’S Perspectives ◽  
Camera Lens ◽  
Research Context

Abstract In relation to any claims about “child-centred” research, the present article stresses the need to reflect on what is actually at stake in terms of participation and the meaning-making processes that evolve in a certain research setting. Our experiences with photo-taking methods are based on two separate studies involving children (age 5-8 years) and young adolescents (age 12-16 year). Taking a constructivist approach, the article draws special attention to issues related to the age of the children, the type of camera used, the researcher’s status in the fieldwork and the type of data acquired through these children’s photos. The article stresses the need to perceive the story behind the photo as an outcome of how the child chose to position him/herself within a certain research context, which in turn affects how the child sees, thinks and acts, but also what he/she sees.

Sign in / Sign up

Export Citation Format

Share Document