Becoming “babies” in real time: Temporal emergence in the classroom mangle

2016 ◽  
Vol 17 (4) ◽  
pp. 421-430 ◽  
Author(s):  
Casey Y Myers
Keyword(s):  
Early Childhood ◽  
Real Time ◽  
Pretend Play ◽  
Childhood Studies

Through multimodal retellings of kindergarten children’s performances of “baby,” this article aims to contribute to the emerging “posthuman conversation” within early childhood studies. Specifically, this work makes moves toward reconceptualizing children’s becomings within educational contexts by, first, interrogating the ways in which adult notions of “time” came to bear upon children’s enactments of “babies” within classroom pretend play performances and, second, exploring how posthuman conceptions of temporality—specifically Pickering’s “mangle”—can disrupt developmental analyses of children’s (un)timely performances and accommodate a more nuanced version of childhood becoming(s).

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

Making Kin With Plastic Through Aesthetic Experimentation

2021 ◽  
pp. 51-65
Author(s):  
Louisa Kate Penfold ◽  
Nina Odegard
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Visual Imagery ◽  
Childhood Studies ◽  
Complex Relationship ◽  
Active Participant ◽  
Childhood Education ◽  
Recent Scholarship ◽  
Creative Force ◽  
New Forms Of Learning

Recent scholarship in childhood studies has raised concerns about humancentric, singular discourses regarding human-plastic relations. As a result, questions of how to develop new forms of learning with materials in environmental education are now an important issue for researchers, educators, and policymakers. This paper activates a feminist new materialist ontology to position plastic as an active participant in the formation of knowledge. Drawing on visual imagery of children’s and artists’ aesthetic experimentations, we explore the intra-related and complex relationship between plastic, children, and the planet. Haraway’s concept of making kin is operationalized to highlight plastic’s multidimensional complexities as both a destructive and creative force, producing a novel framework for understanding and learning with plastic in early childhood education.

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

Friendships in Early Childhood, and Social Understanding

1997 ◽  
Vol 21 (4) ◽  
pp. 669-686 ◽  
Author(s):  
Mary C. Maguire ◽  
Judy Dunn
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Pretend Play ◽  
Mental States ◽  
Individual Development ◽  
Social Understanding ◽  
Descriptive Data ◽  
Mixed Emotions ◽  
Close Friendships

This study had two goals. The first was to provide descriptive data on the nature of individual differences in young children’s close friendships, and the second, to examine the relations between these individual differences and children’s earlier understanding of others’ emotions and mental states, and their later appreciation of ambivalent or mixed emotions. A total of 41 children participating in a longitudinal study from 33 months to 6-7 years were studied with their close friends as 6-year-olds, with a combination of observations and standard sociocognitive assessments. The results showed that different aspects of friendship interactions, such as co-ordination of play and amity, were neither closely related nor linked to power assertion. Early differences in the assessment of social understanding were associated with later differences in pretend play with the friend, and friendship interactions at 6 years were linked to later appreciation of mixed emotions. The two-way process of influence linking individual development and friendship quality is discussed.

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