scholarly journals Making everyday meanings visible: Investigating the use of multimodal map texts to articulate young children’s perspectives

2021 ◽  
pp. 1476718X2110627
Author(s):  
Sophia Jane Gowers
Keyword(s):  
Young Children ◽  
Meaning Making ◽  
Contextual Information ◽  
Early Years ◽  
Community Settings ◽  
Children’S Perspectives ◽  
Everyday Lives ◽  
Wide Range ◽  
The Creation

The use of multimodal approaches to articulate young children’s perspectives are evident in a wide range of recent research. This paper explores the creation of multimodal map-texts as a strategy to engage with young children and articulate their perspectives. It describes the development of a flexible map-based approach that was used in home, early years and community settings with children aged 4 to 5 years in England. Illustrative examples are included in which children represented and shared their views on the image-based texts they encountered within their everyday lives through the creation of a multimodal map-text. In this approach to research, children are viewed as competent message creators whose engagements encompass a range of modes and media. Consideration was given to young children’s multimodal meaning-making practices throughout the act of mapping, as well as the resulting text. Taking this approach revealed knowledge, perspectives and contextual information which may otherwise have been overlooked. The paper concludes by identifying the contribution that children’s map-texts can make when building a picture of young children’s experiences, and appraises the advantages and limitations of map-making as a strategy for engaging with young children in research.

scholarly journals Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability

2018 ◽  
Vol 17 (1) ◽  
pp. 54-69 ◽  
Author(s):  
Kathy Cologon ◽  
Timothy Cologon ◽  
Zinnia Mevawalla ◽  
Amanda Niland
Keyword(s):  
Young Children ◽  
Critical Pedagogy ◽  
Inclusive Education ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Theoretical Framework ◽  
Research Project ◽  
Arts Based Research ◽  
Children’S Perspectives ◽  
Critical Approaches

While the importance of inclusive approaches to research has been identified, much childhood research is still done ‘to’ not ‘with’ young children, with research focusing on the experiences of children who experience disability commonly involving data from parents/families/practitioners, rather than from children themselves. In this article, we explore the development of an arts-based research project involving young children who experience disability as active participants in an exploration of their perspectives on inclusive education. Accordingly, we ruminate on questions about how we can genuinely ‘listen’ to children who experience disability in an aesthetic and ethical manner, and how we can use artistic ways of knowing to engage in meaning-making with children. Using arts-based research as an aesthetic framework alongside insights from critical pedagogy as a theoretical framework, we explore ‘aesthetic’ approaches to being, teaching, researching and knowing. As a team of researchers who do and do not experience disability, we share reflections on arts-based methodologies informed by critical approaches to conceptualising disability and research. As artistic modes of expression are central to young children’s everyday lives and play and can create enjoyable and safe communicative spaces, we share dialogues, artwork and methodological reflections on opportunities for children to choose ways of interacting and communicating, allowing possibilities for agency, expression and creativity. Specifically, we conceptualise and concentrate on possibilities for using arts to foster ‘listening’, meaning-making and generative or transformative praxis, in order to explore how arts-based research can be a powerful, authentic, ethical and meaningful provocateur for listening ‘generatively’ to young children who experience disability in research.

scholarly journals Results on absolute and relative chronology based on materials from the multi-layered settlement site of Veksa 3

2017 ◽  
Vol 6 (3) ◽  
pp. 151-154
Author(s):  
Nadezhda Gennadievna Nedomolkina ◽  
Henny Piezonka
Keyword(s):  
Middle Ages ◽  
Contextual Information ◽  
Research Work ◽  
Sequence Of Events ◽  
Relative Chronology ◽  
Wide Range ◽  
Settlement Site ◽  
Cultural Layers ◽  
The Creation ◽  
Key Sites

The relative chronology determines only the sequence of events, so preferences absolute chronology, which are used the natural-science methods. Due to the general lack of reliable dates and contextual information in the layers of the Stone Age, absolute chronology is still subject to discussion. As a result of many years of research work in the basin of the upper Sukhona identified key sites that are named Veksa. The exceptional importance of the Veksas complex is linkes with clearly stratigrafi, up to 3 m stratifications, with inclusions of the early Neolithic - Middle Ages cultural layers, which contributed to the creation of a relative chronology and allotment of typological complexes in their development. The joint Russian-German research that began in 2007 are aimed at multidisciplinary research of monuments. The methods used in the research on Veksa include the dating of AMC, isotope and archeochemical analyzes of different materials (bones, ceramics), of archeobotanyka, palynology, dendrochronology, reconstruction of landscape development, etc. The results obtained contribute to the creation of reliable chronological framework for the identification of cultural complexes and address a wide range of issues.

Early Childhood Science

Education ◽  
2019 ◽  
Author(s):  
Christine Howitt
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Early Years ◽  
Formal Schooling ◽  
Early Childhood Science ◽  
Positive Attitudes ◽  
Wide Range ◽  
Before School

In this review, early childhood is defined as children from birth to eight years of age. This age range covers before school years, including child care, and the beginning years of formal schooling. These early years of life are considered crucial in shaping a child’s ability to learn and to think creatively. From birth onward, children actively explore their world as they attempt to make sense of what is around them. Due to its capacity to engage and stimulate children, science education in the early years has been recognized for its potential to improve many aspects of their cognitive and social development, including promoting the development of scientific thinking and science skills and encouraging positive attitudes toward science. Recognition of the importance of providing science-related experiences for young children, the acknowledgement of young children’s science competence, the provision of greater voice for young children, and more appropriate methodologies for working with young children that embrace their multiple ways of knowing have seen an increase in research in early childhood science learning since the early 2000s. This bibliography relates to early childhood science in the 21st century and focuses on the teacher, young children, and the environment in relation to the teaching and learning of science. In an attempt to present the wide range of research that has been published in this area, the bibliography covers different contexts, paradigms, and methodologies.

Hospital Closure and the Creation of Community Settings

1996 ◽  
Vol 41 (2) ◽  
pp. 169-170
Author(s):  
Michael B. Blank ◽  
Marlene M. Eisenberg
Keyword(s):  
Community Settings ◽  
The Creation ◽  
Hospital Closure

Restoration and re-creation in the Eastern Han

2018 ◽  
Author(s):  
Christopher Cullen
Keyword(s):  
Han Dynasty ◽  
Theory And Practice ◽  
Early Years ◽  
Technical Innovation ◽  
Astronomical Observation ◽  
Fundamental Innovation ◽  
The Creation ◽  
Zhang Heng ◽  
Eastern Han ◽  
New System

We look first at the situation in the early years of the restored Han dynasty. Liu Xin’s system continued in use for more than half a century. Then, in 85 CE, Liu Xin’s system was replaced. We have records of the practical and theoretical grounds on which the old system was rejected, and of the creation and implementation of a new system. Next we follow the story of how c. 92 CE Jia Kui advocated a fundamental innovation in both theory and practice: he insisted on the ecliptic as being central to astronomical observation and calculation. The richness of records from this period makes it easy to tell a detailed story of technical innovation in its fullest context, leading up to the work of Zhang Heng (78–139 CE), for whom astronomical calculation was just one of several fields in which he gained a reputation for exceptional originality.

scholarly journals Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

“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 ASCU-Net: Attention Gate, Spatial and Channel Attention U-Net for Skin Lesion Segmentation

Diagnostics ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 501
Author(s):  
Xiaozhong Tong ◽  
Junyu Wei ◽  
Bei Sun ◽  
Shaojing Su ◽  
Zhen Zuo ◽  
...  
Keyword(s):  
Skin Lesion ◽  
Contextual Information ◽  
Skin Lesions ◽  
Medical Image Segmentation ◽  
Learning Networks ◽  
Wide Range ◽  
Accurate Performance ◽  
Relevant Field ◽  
Skin Smooth ◽  
Smooth Transitions

Segmentation of skin lesions is a challenging task because of the wide range of skin lesion shapes, sizes, colors, and texture types. In the past few years, deep learning networks such as U-Net have been successfully applied to medical image segmentation and exhibited faster and more accurate performance. In this paper, we propose an extended version of U-Net for the segmentation of skin lesions using the concept of the triple attention mechanism. We first selected regions using attention coefficients computed by the attention gate and contextual information. Second, a dual attention decoding module consisting of spatial attention and channel attention was used to capture the spatial correlation between features and improve segmentation performance. The combination of the three attentional mechanisms helped the network to focus on a more relevant field of view of the target. The proposed model was evaluated using three datasets, ISIC-2016, ISIC-2017, and PH2. The experimental results demonstrated the effectiveness of our method with strong robustness to the presence of irregular borders, lesion and skin smooth transitions, noise, and artifacts.

Children's judgements of the functional acceptability of referential communications in discourse contexts

1983 ◽  
Vol 10 (1) ◽  
pp. 151-166 ◽  
Author(s):  
Brian P. Ackerman
Keyword(s):  
Short Stories ◽  
Young Children ◽  
Contextual Information ◽  
Discourse Context ◽  
Contextual Influence

ABSTRACTThis study determined whether young children are sensitive to the contextual influence of previous discourse on judgements of the adequacy of referential communications. Four- and six-year-old children were read short stories containing terminal referential communications that were either ambiguous or informative relative to a perceptual display of candidate-referential objects. Contextual information was given in the story prior to the terminal communication that was irrelevant to the ambiguous communications or that made these communications functionally informative. The subjects were required to say whether the listener in the story could identify one unique referent. The results showed that the judgements of both groups of children were sensitive to the discourse context of the communications. The children discriminated between the functionally informative and ambiguous communications.

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