“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.

What do children say about tidy-up time? A comparative study of American and Taiwanese children’s perceptions of tidy-up time

2017 ◽  
Vol 12 (4) ◽  
pp. 452-460
Author(s):  
Satomi Izumi-Taylor ◽  
Chia-Hui Lin
Keyword(s):  
Comparative Study ◽  
Qualitative Analysis ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Southeastern Us ◽  
Similarities And Differences ◽  
Central Taiwan ◽  
Safe Environments

The purpose of this study was to examine the similarities and differences in American and Taiwanese children’s perspectives of tidy-up time. The participants consisted of 25 American kindergarteners in the southeastern US, and 25 Taiwanese kindergarteners from central Taiwan. Children were asked to respond to five questions regarding tidy-up time. Qualitative analysis of the data yielded four themes: transitions, clean and safe environments, work, and cooperation. All participants associated tidy-up time with transitions. They considered tidy-up as the notion of maintaining clean environments, but only Taiwanese children perceived it to be keeping the classroom safe. Also, all participants viewed such time as work, and as time to cooperate with each other. More Taiwanese children’s responses indicated how they and their teachers cooperate during cleaning as compared to their American counterparts.

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.

Adult Notions of Adults' and Children's Perceptions of Consumer Product Risk

1995 ◽  
Vol 39 (5) ◽  
pp. 321-325 ◽  
Author(s):  
Amy J. Hammond
Keyword(s):  
Young Children ◽  
Consumer Product ◽  
Children's Perceptions ◽  
Perceptions Of Risk ◽  
Children’S Perceptions ◽  
Product Risk

An experiment was performed to examine adults' perceptions of other adults' and children's perceptions of risk. The differences in how adults assess risk to themselves, to other adults, and to children based on their own perceptions and on the perceptions they believe the “others” will hold for themselves were explored. Results found that adult subjects do judge risk as greater for others than for themselves, particularly for young children. A “superiority bias” was found, such that products were assessed to be more risky for others than others would assess for themselves. Implications of a discrepancy between the perceptions adults assign to children and the perceptions of children themselves is discussed.

Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens

2016 ◽  
Vol 15 (3) ◽  
pp. 323-335 ◽  
Author(s):  
Elena Papadopoulou ◽  
Athanasios Gregoriadis
Keyword(s):  
Preschool Children ◽  
School Engagement ◽  
Positive Interactions ◽  
Northern Greece ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Child Relationship ◽  
Ethnicity Differences

The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher–child interactions based on children’s perspectives and about the association between the quality of teacher–child interactions and children’s school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher–child relationship is associated with children’s school engagement.

Children’s Perceptions of and Engagement in Urban Resilience in the United States and Mexico

2017 ◽  
Vol 39 (1) ◽  
pp. 7-17 ◽  
Author(s):  
Victoria Derr ◽  
Yolanda Corona ◽  
Tuline Gülgönen
Keyword(s):  
United States ◽  
Mexico City ◽  
The United States ◽  
Urban Resilience ◽  
Children’S Perspectives ◽  
Social Challenges ◽  
Children's Perceptions ◽  
Children’S Perceptions

Resilience planning is increasingly employed as a means for cities to anticipate and plan for environmental and social challenges. Children’s perspectives are underrepresented in this domain. Through drawings, murals, photographs, videos, and dialogues, children shared their perspectives on resilience in two disparate cities—Boulder, Colorado, USA, and Mexico City, Mexico. Elements that support and negate resilience were consistent between cities. However, the negative aspects of physical and social safety were more acutely felt in Mexico City. While children were clear about what composes a resilient city, integration of these ideas into resilience planning was more challenging, especially in Mexico City.

Hi, Robot

Reading Minds ◽  
2020 ◽  
pp. 123-138
Author(s):  
Henry M. Wellman
Keyword(s):  
Young Children ◽  
Social Development ◽  
Research Program ◽  
Complex Relationship ◽  
Future Studies ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Children’S Learning ◽  
Wide Range ◽  
Children's Learning

This chapter focuses on children’s perception of and interaction with robots. In this way, it follows from Chapter 8 and its focus on understanding of extraordinary minds. Every year, robots become a larger part of adults’ and children’s lives. They are designed to play games, answer questions, read stories, and even watch children unsupervised. Current research suggests that robots might be effective in these roles for young children but less so with older ones. Because robots play an expanding role in children’s lives, we need an expanding research program to understand child–robot interactions for children in a wide range of ages. The chapter overviews emerging research beginning to study this. It also outlines future studies needed to examine children’s learning from robots, along with the complex relationship between children’s perceptions of robots, experiences with robots, how they treat them, and how those interactions impact children’s social development and their interactions with others.

Researching with Children: Lessons in Humility, Reciprocity, and Community

2003 ◽  
Vol 28 (1) ◽  
pp. 18-23 ◽  
Author(s):  
Jennifer Sumsion
Keyword(s):  
Young Children ◽  
The Other ◽  
Preschool Teacher ◽  
Qualitative Researcher ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Research With Children ◽  
Researching With Children ◽  
Meaningful Data

I had assumed that my experience as a qualitative researcher accustomed to interviewing adults, and formerly as a teacher of young children, would be an adequate enough basis for undertaking research with children. My first inklings that investigating children's perceptions of their (male) preschool teacher would be far from straightforward surfaced when Bill* (the children's teacher) introduced me to them. He explained to the children that I would be sitting at the drawing and writing table and that I would like them to draw a picture of him, and to tell me about it. ‘Perhaps you could draw a picture of me in a pink dress,’ he joked. I settled myself at the table and waited. The few children who approached the table that first morning were more interested in colouring Christmas decorations, the other activity available at the table that day, than in drawing a picture of Bill. ‘Bring some novelty pencils tomorrow’, advised Bill, ‘You need something to attract their interest’. More children approached the table the following day, keen to use pencils topped with the plastic dinosaurs I'd hastily bought at the local toyshop the previous afternoon. It was clear, though, that the pencils were the drawcard, not the opportunity to draw and talk about Bill. On my third day in the centre, I strategically ‘reserved’ the dinosaur pencils for children who agreed to draw a picture of Bill. He assisted by removing the colouring activity and channelling children toward me. Their ‘resistance’ was impressive. Sometimes subtle, more often overt, it took the form of rushed, scribbled drawings, multiple versions of Bill in a pink dress, ‘silly’ talk and ‘rough house’ play, almost identical comments, or no comments at all. Deflated and dejected, I retreated from the centre at the end of the week with little meaningful data, my stance as researcher severely challenged and disrupted.

scholarly journals Strengthening Children’s Privacy Literacy through Contextual Integrity

2020 ◽  
Vol 8 (4) ◽  
pp. 175-184
Author(s):  
Priya C. Kumar ◽  
Mega Subramaniam ◽  
Jessica Vitak ◽  
Tamara L. Clegg ◽  
Marshini Chetty
Keyword(s):  
Family Life ◽  
New Approach ◽  
Children’S Perspectives ◽  
Contextual Integrity ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Password Management ◽  
Better Than

Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts—family life, friendship, and education—and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates privacy with appropriate flows of information, and we show how children’s perceptions of the appropriateness of disclosing a password varied across contexts. We explain why privacy literacy should focus on norms rather than rules and discuss how adults can use learning moments to strengthen children’s privacy literacy. We argue that equipping children to make privacy-related decisions serves them better than instructing them to follow privacy-related rules.

scholarly journals Planning for a Guided Primary Social Curriculum: Early Stages, Featuring TAXIS

1996 ◽  
Vol 1 (3) ◽  
pp. 250-265
Author(s):  
Alan Blyth
Keyword(s):  
Young Children ◽  
Age Groups ◽  
Social Education ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Early Stages ◽  
Social Curriculum

Social education for young children, with a moral component, can be achieved by means of a Guided Primary Social Curriculum. The earliest years give most opportunity for work of this kind, before official curricula become more prescriptive. This social curriculum involves starting from children's own experience but proceeding by means of interactive guidance. In an approach of this kind, teachers extend children's perceptions by leading them towards subjects as perspectives, through a sequence of themes of increasing complexity of understanding. An example is suggested: TAXIS. Subsequent age-groups, and implications for teachers are considered.

Children's Perceptions Regarding the Consequences of Divorce

1986 ◽  
Author(s):  
J. W. Plunkett ◽  
M. Schaefer ◽  
N. Kalter ◽  
K. Okla ◽  
S. Schreier
Keyword(s):  
Children's Perceptions ◽  
Children’S Perceptions
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