How preschool children think about libraries: Evidence from six children’s libraries in China

2018 ◽  
Vol 52 (2) ◽  
pp. 428-440
Author(s):  
Jianhua Xu ◽  
Pianran Wang ◽  
Brian W. Sturm ◽  
Yingying Wu
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Library Services ◽  
Third Place ◽  
Children’S Perspectives ◽  
Interpersonal Needs ◽  
Mosaic Approach ◽  
Children’S Voices

Listening to young children’s voices is crucial to improving children’s library services. The first step is unveiling how young children think about the library. Thus, researchers recruited the Mosaic approach including photography, interview, and drawing to explore the features of children’s libraries in children’s perspectives in six libraries in China. The results indicate that first, the children’s library is a “primary third place”. Second, the children’s library is an overlapping of home and society. Third, children can read books in the children’s library, but not just read. Fourth, the children’s library improves children’s awareness as patrons. It is suggested that young patrons already form initial understandings of the library, begin to complain about any problems, and put forward requirements for the library. Additionally, their interpersonal needs should be paid attention to. Therefore, librarians and researchers should respect the rights of children and listen to their voice when designing and providing library services associated with children.

“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.

scholarly journals Uncertainty and practical judgement in research: a call for attentive ‘listening’

2021 ◽  
pp. 146879412098568
Author(s):  
Daniela Mercieca ◽  
Duncan P. Mercieca ◽  
Sarah Piscopo Mercieca
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Early Years ◽  
Research Projects ◽  
Research Project ◽  
Fundamental Part ◽  
Mosaic Approach ◽  
Children’S Voices

This paper draws upon research projects in which efforts have been made to find ways of listening to young children’s voices in early years contexts. This listening, namely in the mosaic approach, helps us to see how children make sense of their world, and adopt our planning and ‘being with’ young children. After setting the context of early years pedagogy and ideology of mosaic approach, this paper focuses on the researcher’s journey to turn her gaze inward before making any claims about her engagement with and listening to young children. Since this approach purposely leaves unanswered the question what kind of data is going to be collected, researchers have to decide what data is in the course of a research project, through their engagement with children. We argue for befriending uncertainty and dilemmatic thinking as it provides us with a different way of seeing, knowing and listening the hard to know. Through writing about phronêsis, this paper focuses on the process of decision-making and judgements that researchers undertake. The final argument calls for attentiveness and aims to acknowledge practical judgements as a fundamental part of researching early years.

scholarly journals Hvilken innvirkning har barnehagens fysiske utemiljø på barns lek og de ansattes pedagogiske praksis i uterommet.

2015 ◽  
Vol 10 ◽  
Author(s):  
Trond Løge Hagen
Keyword(s):  
Preschool Children ◽  
Data Collection ◽  
Children’S Perspectives ◽  
Children's Play ◽  
Unpredictable Environments ◽  
Outdoor Environments ◽  
Mosaic Approach ◽  
Equipment Size ◽  
Guided Tours ◽  
Children's Activities

English abstract: The main objective of this study was to explore children’s activities on preschool playgrounds, and how different playground features (topography, equipment, size, location etc.) affected children's play. The study aimed to contribute with knowledge on how outdoor environments encourage different kinds of play and learning for preschool children. The data collection was based on the methodology of "mosaic approach", which is a multi-method focusing on children’s perspectives (Clark & Moss, 2001; Clark & Moss, 2005; Clark, 2010), using observations, guided tours, children’s drawings and interviews. The results show that pre-defined play equipment is of less meaning for the preschool children in this study. They preferred varied and unpredictable environments with possibilities to create their own play based on undefined elements such as sticks, stones and branche.English abstract: The main objective of this study was to explore children’s activities on preschool playgrounds, and how different playground features (topography, equipment, size, location etc.) affected children's play. The study aimed to contribute with knowledge on how outdoor environments encourage different kinds of play and learning for preschool children. The data collection was based on the methodology of "mosaic approach", which is a multi-method focusing on children’s perspectives (Clark & Moss, 2001; Clark & Moss, 2005; Clark, 2010), using observations, guided tours, children’s drawings and interviews. The results show that pre-defined play equipment is of less meaning for the preschool children in this study. They preferred varied and unpredictable environments with possibilities to create their own play based on undefined elements such as sticks, stones and branches

Listening to Young Children: Experts in Their Own Lives

2005 ◽  
Vol 29 (1) ◽  
pp. 45-56 ◽  
Author(s):  
Alison Clark ◽  
June Statham
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Service Planning ◽  
Children’S Perspectives ◽  
Adults And Children ◽  
Mosaic Approach ◽  
Important People ◽  
Children’S Views ◽  
The Uk ◽  
Early Childhood Institutions

Most existing literature on children's participation has focused on their involvement in service planning, delivery and evaluation rather than on children's views of their own world, starting from their interests and concerns. Few studies have considered the views and experiences of young children (under five years old). One of the barriers to this work has been uncertainty about ‘how to listen’ to children at this age. Alison Clark and June Statham explore the Mosaic approach, a methodology for listening to young children that brings together verbal and visual tools to reveal young children's perspectives. The material produced by the children provides a platform for communication between adults and children. Examples are given from two research studies that took place in early childhood institutions in the UK. These illustrate how young children used cameras and participatory activities such as tours and map-making to highlight important people, places and events and to share their views with adults. The discussion focuses on the possible applications of this approach for young children who experience fostering and adoption, including the potential for young children to document and to communicate the important details of their present as well as past lives.

scholarly journals Listening to Young Children: A Mosaic approach

2019 ◽  
Vol 12 (2) ◽  
pp. 64-78
Author(s):  
Poh Tan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Educational Settings ◽  
Research Activity ◽  
Children’S Perspectives ◽  
Childhood Education ◽  
Mosaic Approach ◽  
Researching With Children

The inclusion of children’s responses in research of educational settings are important and have been described as a pertinent tool to understand and be aware of children’s perspectives that adults may not be aware of (Lundqvist, 2014).  Sheridan (2011) further expresses that the “evaluation of quality of early childhood education must include the voices of children” and is an essential part of the overall understanding of early childhood education.  The responses and voices of young children reflect diverse forms of communicating, representing and interpreting their thoughts and emotions. This paper will present some models that can help guide the researcher to make decisions about how a child can participate in the research activity.  Specifically, I will describe the use of an ethnographic combined with Clark and Moss’s Mosaic approach to researching with children.

Effective Parental intervention strategies to reduce screen time among preschool-aged children: A systematic review (Preprint)

2020 ◽  
Author(s):  
Diana Raj ◽  
Halimatus Sakdiah Minhat ◽  
Nor Afiah Mohd. Zulkefli ◽  
Norliza Ahmad
Keyword(s):  
Systematic Review ◽  
Preschool Children ◽  
Young Children ◽  
Screen Time ◽  
Mode Of Delivery ◽  
Intervention Strategies ◽  
Controlled Trials ◽  
Cochrane Central Register ◽  
Negative Consequences ◽  
Parental Intervention

BACKGROUND The increasing screen time exposure among young children in general and the reported negative consequences associated with excessive ST, calls for focused strategies to reduce ST, especially among young children. OBJECTIVE This systematic review aimed to identify effective parental intervention strategies to reduce ST among preschool children. METHODS A total of five databases, namely Cochrane Central Register of Controlled Trials, CINAHL, Medline Complete, PubMed, and Scopus, were searched for randomised controlled trials that involved intervention strategies in ST reduction among preschool children. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) guidelines were used. RESULTS A total of nine studies were assessed. The results showed that besides providing knowledge and awareness regarding ST, having restrictive practices, offering alternative activities to parents, and removal of screen from child’s bedroom were the most common strategies used by studies that reported successful intervention. Intervention duration of between six to eight weeks was sufficient to produce ST reduction. Face-to-face method was the commonest mode of delivery. Theoretical constructs that aimed at increasing parental self-efficacy, listing outcome expectations, and offering reinforcement of strategies that targeted both the parents and home environment were beneficial in reducing ST. CONCLUSIONS By offering appropriate strategies to parents, a reduction in the amount of ST was observed among the children. Future intervention studies could benefit in exploring culturally adapted strategies, especially in developing countries. Trials of higher quality would also facilitate the drawing of conclusions in future research. CLINICALTRIAL PROSPERO No: CRD42020199398

scholarly journals Psychosocial Obstacles in Young Children Argumentative Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 224
Author(s):  
Josephine Convertini
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Social Dynamics ◽  
Learning Processes ◽  
Self Perception ◽  
Complex Activity ◽  
Group I

Argumentation is an important aspect in the field of education because of its impact on learning processes. At the same time, argumentation is a complex activity in terms of cognitive, relational, emotional and social dynamics. In this paper, I investigate and I describe possible difficulties encountered by children during the argumentative process. The study involves 25 preschool children at a kindergarten engaged in three building tasks. The tasks were video-recorded and the argumentative discussions transcribed. For the aim of this paper, I analyze how argumentation are distributed among participants. I select interactions in which participants apparently do not argue or there are differences in the degree of argumentative participation between participants of the same group. I analyze these interactions and moments of impasse in the argumentative steps. The findings show how the simplicity of solving the task (e.g., when children do not encounter any problem in completing the activity) and the children’s self-perception of their competences in solving the task may have an impact on argumentation activities. Moreover, this perception is co-constructed by children within the interaction. The study contributes to the line of research on designing argumentation and highlights the role of the adult in managing children’s interactions.

scholarly journals Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

2021 ◽  
pp. 003151252110252
Author(s):  
Gerda van der Veer ◽  
Erica Kamphorst ◽  
Alexander Minnaert ◽  
Marja Cantell ◽  
Tanja H. Kakebeeke ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Motor Skills ◽  
Motor Performance ◽  
Assessment Tools ◽  
Fine Motor ◽  
Assessment Battery ◽  
Movement Assessment ◽  
Zurich Neuromotor Assessment ◽  
Pearson Correlations

Comparing motor assessment tools that are available for young children is important in order to select the most appropriate clinical and research tools. Hence, this study compared motor performance assessed with the Zurich Neuromotor Assessment-2 (ZNA-2) to the Movement Assessment Battery for Children-2 (MABC-2). The sample consisted of 169 children, aged 3–5 years (87 boys; 51%). We used Pearson correlations to examine relationships between the ZNA-2 and MABC-2 component and total scores. In addition, Pearson correlations were performed between individual fine motor and balance items of the ZNA-2 and MABC-2. Results were that the total scores of the ZNA-2 and MABC-2 correlated moderately ( r = .40, p < .001). Non-significant to moderate correlations were found between components ( r = −.00 to .47) and between individual items of fine motor skills ( r = .04 to .38) and balance ( r = −.12 to .38). Thus, the ZNA-2 and MABC-2 measure partly similar and partly different aspects of motor performance.

Developmental Study of the Effect of Dimensionality and Presentation Mode on Original Thinking of Children

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1275-1281 ◽  
Author(s):  
Deborah W. Tegano ◽  
James D. Moran
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Age Groups ◽  
Presentation Mode ◽  
Developmental Study ◽  
Creative Potential ◽  
3 Dimensional ◽  
Multidimensional Stimulus ◽  
Test Conditions ◽  
Original Thinking

A sample of 188 children in three age groups, preschool, first and third grades, were administered the Patterns Task of the Multidimensional Stimulus Fluency Measure in four test conditions. The conditions systematically varied dimension (three or two) and presentation mode (handling or nonhandling). The fluency measure assessed ideational fluency, popular and original responses, as a measure of creative potential in young children. Analysis showed that dimensionality does not play a major role in the generation of original responses for any grade. However, handling 3-dimensional or 2-dimensional stimuli did appear to facilitate original thinking in preschool children. The use of 2-dimensional photographs which depict dimensionality appeared to compensate for the need to have 3-dimensional stimuli.

Sign in / Sign up

Export Citation Format

Share Document