Bridging the Communication Gap through Video Research

2011 ◽  
pp. 111-124 ◽  
Author(s):  
Yeh Hsueh ◽  
Joseph Tobin
Keyword(s):  
Young Children ◽  
Preschool Education ◽  
Teacher Reflection ◽  
Research Tool ◽  
Ethnographic Research ◽  
Continuity And Change ◽  
Video Research ◽  
Communication Gap ◽  
Insight Into

Technology is a valuable tool for researchers of young children for many reasons. This chapter discusses the use of video as an ethnographic research tool for studying preschool education and offers insight into how video can be used to inform researchers, practitioners, and parents of young children. The approach referred to as video-cued multivocal ethnography is intended to highlight differences across cultures, and to reveal continuity and change in preschool education of three countries over the course of a generation. But this approach is also valuable for promoting teacher reflection on, and developing cultural understandings of how teachers’ practice embodies the culture in which they live and work.

Nobody’s Perfect: Making sense of a parenting skills workshop through ethnographic research in a low-income neighbourhood in Santiago de Chile

2021 ◽  
pp. 026101832098398
Author(s):  
Marjorie Murray ◽  
Daniela Tapia
Keyword(s):  
Child Development ◽  
Young Children ◽  
Low Income ◽  
Ethnographic Research ◽  
Parenting Skills ◽  
Daily Lives ◽  
Making Sense ◽  
Santiago De Chile ◽  
One Year ◽  
Everyday Problems

Nadie es Perfecto (Nobody’s Perfect, or NEP) is a parenting skills workshop aimed at ‘sharing experiences and receiving guidance on everyday problems to strengthen child development’. This article explores this workshop in terms of its relationship with the daily lives of participants, based on one year of fieldwork focused on families with young children in a low-income neighbourhood in Santiago. While caregivers frame their parenting efforts as aiming to ‘hacer lo mejor posible’ (do their best) under difficult circumstances, our study found that facilitators take an anachronistic and homogenizing view of participants. Embracing a universalistic perspective of child development, they discourage participation and debate, focusing instead on providing concrete advice that limits the potential of the workshops. This article argues that by ignoring the different living situations of families in this socioeconomic context, NEP reproduces a prejudiced view of poor subjects that sees them as deficient and incapable of change.

scholarly journals See me, hear me, talk to me, exploring the transformative potential of participatory video with street involved youth

2021 ◽  
Author(s):  
Sarah Glen
Keyword(s):  
At Risk ◽  
Participatory Action ◽  
Research Project ◽  
Participatory Video ◽  
Video Research ◽  
Transformative Process ◽  
The Individual ◽  
Reference Tools ◽  
Interdisciplinary Study ◽  
Insight Into

Very few interdisciplinary participatory video research projects have critically assessed how an individual first engages and then continues Freire's "conscientization" or the transformative process toward civic agency, and the role participatory video plays in this process. See Me. Hear Me. Talk To Me. is a participatory video research project that aimed to break new ground in professional participatory video practice by focusing on the individual transformative processes of a small group of at-risk, street involved youth engaged in a participatory action research (PAR) video project. This participatory video research project aimed to gain a small, but specific insight into the transformative processes of at-risk, street involved youth by exploring their experiences and personal perspectives before, during and after the project. In doing so, it intended to add to the current, but very limited research in participatory video projects with street involved youth in order to encourage further interdisciplinary study, as well as the development of some preliminary reference tools to help governments, non-profits and other interested organizations critically engage street involved youth today. -- Page 8

scholarly journals An earlier role for intent in children’s partner choice versus punishment

2020 ◽  
Author(s):  
Justin Martin ◽  
Kyleigh Leddy ◽  
Liane Young ◽  
Katherine McAuliffe
Keyword(s):  
Young Children ◽  
Moral Judgment ◽  
Cognitive Processes ◽  
Developmental Trajectories ◽  
Partner Choice ◽  
Moral Judgments ◽  
Equal Weight ◽  
Behavioral Differences ◽  
The Many ◽  
Insight Into

Among the many factors that influence our moral judgments, two are especially important: whether the person caused a bad outcome and whether they intended for it to happen. Notably, the weight accorded to these factors in adulthood varies by the type of judgment being made. For punishment decisions, intentions and outcomes carry relatively equal weight; for partner choice decisions (i.e., deciding whether or not to interact with someone again), intentions are weighted much more heavily. These behavioral differences in punishment and partner choice judgments may also reflect more fundamental differences in the cognitive processes supporting these decisions. Exploring how punishment and partner choice emerge in development provides important and unique insight into these processes as they emerge and mature. Here, we explore the developmental emergence of punishment and partner choice decisions in 4- to 9-year-old children. Given the importance of intentions for partner choice decisions¬–from both theoretical and empirical perspectives–we targeted the sensitivity of these two responses to others’ intentions as well as outcomes caused. Our punishment results replicate past work: young children are more focused on outcomes caused and become increasingly sensitive to intentions with age. In contrast, partner choice judgments exhibit sensitivity to intentions at an earlier age than punishment judgments, manifesting as earlier partner choice in cases of attempted violations. These results reveal distinct developmental trajectories for punishment and partner choice judgments, with implications for our understanding of the processes underlying these two responses as well as the development of moral judgment more broadly.

Are Teaching Practices Suitable for Classes of Six-Year-Old Children?

2016 ◽  
pp. 183-195
Author(s):  
Gisela Wajskop
Keyword(s):  
Elementary Schools ◽  
Action Research ◽  
Public Education ◽  
Young Children ◽  
Education System ◽  
Teaching Practices ◽  
Basic Education ◽  
Preschool Education ◽  
Pedagogical Practices ◽  
Teacher Students

The present study is the result of an investigation carried out for eight months, from March to October 2006, comprises Grade 1 classes at the São Paulo Public Education System, Brazil. Forty teacher students performing literacy activities during their pre-service activities simultaneously conducted this action research in 40 Grade 1. Six-year-old children were moved from preschool education to elementary schools since 2006 in order to respect the legal determinations defined by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), which expanded basic education from 8 to 9 years. Such democratic governmental action, however, has raised issues concerning the way very young children are taught in a typically school-like context. From this perspective, our study enables us to raise sociocultural problems regarding the non-inclusive pedagogical practices in use. Results show non-inclusive pedagogical practices, as well some paths to change this educational setting.

Neuromarketing and the Potential Application of Scientific Methods in Measuring Consumer Behaviour

2018 ◽  
pp. 317-336
Author(s):  
Cynthia A. Bulley ◽  
Veronica Adu-Brobbey ◽  
Esther O. Duodu
Keyword(s):  
Developing Country ◽  
Potential Application ◽  
Consumer Behaviour ◽  
Marketing Research ◽  
Brain Activation ◽  
Research Data ◽  
Research Tool ◽  
Field Of Study ◽  
Scientific Methods ◽  
Insight Into

Consumer behaviour studies have taken a new turn. Marketers, economists and other consumer related disciplines are looking to science to accurately determine consumer behaviour. The purpose of this chapter is to provide insight into a burgeoning field of study, neuromarketing, documenting various research studies and applications of mechanisms in determining brain activities and other uses of science to benefit marketing research. Data for the study is derived from impartial cross-referencing of conceptual and empirical articles published in major journals. The application of neuroimaging technique in research have provided marketers with concrete evidence of brain activation that signal increased activities during stimulation (Lewis & Bridger, 2005; Rossiter et al., 2001). Further, the implication and causes of concern in using neuroscience methods in marketing are highlighted. Developing country studies on neuromarketing are examined to determine its application and use as a marketing research tool.

Developmental Cascades

2019 ◽  
pp. 100-122
Author(s):  
Lisa M. Oakes ◽  
David H. Rakison
Keyword(s):  
Young Children ◽  
Developmental Science ◽  
Development Change ◽  
Insight Into ◽  
Specific Learning ◽  
Infants And Young Children ◽  
Key Questions

This chapter describes in depth the developmental cascade framework. The authors argue that developmental scientists need to recognize how a documented change reflects or builds on other observed changes, involves mechanisms in the same and other domains, and is influenced by the specific learning infants and young children might have had, as well as their genetic make-up. Thus, it is proposed that developmental cascades underpin every aspect of development change from walking to talking to playing to thinking. In this chapter, the authors suggests that the developmental cascade approach allows scientists to gain insight into the key questions of developmental science that have largely remained unsolved and raises new questions that developmentalists should be asking about change. The focus, the authors argue, should not be about when change occurs but rather on how change is the result of a multitude of factors across a range of levels and systems in the developing child.

Re-theorising the pre-adolescent child in School Age Care

2019 ◽  
Vol 10 (2) ◽  
pp. 120-130
Author(s):  
Bruce Hurst
Keyword(s):  
Care Setting ◽  
Ethnographic Research ◽  
School Age ◽  
Older Children ◽  
Australian School ◽  
Research Project ◽  
Children's Play ◽  
Adolescent Child ◽  
Distinct Category ◽  
Insight Into

School Age Care is a setting that is little researched and the research that has been conducted has not often sought the perspectives of older children. This article describes a participatory and ethnographic research project that sought a deeper insight into older children’s experiences of an Australian School Age Care setting, seeking their views about how to successfully program for other children their age. Older children in School Age Care are commonly spoken of as rebellious, bored, disruptive and unsuited to School Age Care. The Foucauldian theories underpinning the research challenged the normative developmental discourses that circulate School Age Care. The research shows that older children have access to these developmental and maturational discourses. The participants actively engaged with language, architecture and resources in the School Age Care setting to actively construct themselves as a more mature, distinct category of child. The findings suggest that School Age Care practitioners should be aware of how developmental discourses are both enacted by children and reinforced through programming design and consider the impacts of segregating routines and practices on children’s play and leisure. While this research does not ‘solve’ the question of older children in School Age Care, it unsettles dominant understandings, therefore inviting practitioners to imagine new programming approaches that might improve School Age Care for older children.

The Dramatic World View Revisited: Reflections on the Roles Taken and Played by Young Children and Adolescents

Dramatherapy ◽  
2008 ◽  
Vol 30 (2) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Landy
Keyword(s):  
Young Children ◽  
Children And Adolescents ◽  
Early Development ◽  
Role Theory ◽  
World View ◽  
Role Playing ◽  
Projective Drawings ◽  
Role Taking ◽  
Continuity And Change

In this article, the author revisits an earlier paper published in 1995, “The Dramatic World View: Reflections on the Roles Taken and Played by Young Children,” which surveyed the ways and means that children acquire and play out roles in their early development. The paper was based on Landy's role theory in dramatherapy and on the observation of his two young children from eight months to four years old. The author adds his reflections upon his children twelve years later based on his observation of their projective drawings and stories. These observations lead to a discussion of role-taking and role-playing processes in the continuing development of individuals from childhood through adolescence. Throughout the article, the author examines the continuity and change of roles as manifested in the developing child's expressive activities.

Talking Technologically in Preschool and School: Three Case Examples

1996 ◽  
Vol 21 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Technology Education ◽  
Early Childhood Teacher ◽  
Case Examples ◽  
The Third ◽  
Very Young Children ◽  
First Case ◽  
Insight Into

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.

The Perceptual Response to Treadmill Exercise Using the Eston-Parfitt Scale and Marble Dropping Task, in Children Age 7 to 8 Years

2011 ◽  
Vol 23 (1) ◽  
pp. 36-48 ◽  
Author(s):  
Danielle M. Lambrick ◽  
Ann V. Rowlands ◽  
Roger G. Eston
Keyword(s):  
Young Children ◽  
Perceived Exertion ◽  
Treadmill Exercise ◽  
Work Rate ◽  
Treadmill Running ◽  
Healthy Children ◽  
Ratings Of Perceived Exertion ◽  
Perceptual Response ◽  
Response To Exercise ◽  
Insight Into

This study assessed the nature of the perceived exertion response to treadmill running in 14 healthy 7–8 year-old children, using the Eston-Parfitt (E-P) Ratings of Perceived Exertion (RPE) scale and a marble dropping task. For the E-P scale and the marble dropping task, the relationships between the RPE and work rate were best described as linear (R2 = .96) and curvilinear (R2 = .94), respectively. This study further suggests that individual respiratory-metabolic cues (oxygen uptake: O2, heart rate: HR, ventilation: V̇E) may significantly influence the overall RPE to varying degrees in young children. The E-P scale provides an intuitively meaningful and valid means of quantifying the overall perception of exertion in young, healthy children during treadmill running. The marble dropping task is a useful secondary measure of perceived exertion, which provides further insight into the nature of the perceived exertion response to exercise in young children.

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