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The Routledge International Handbook of Learning with Technology in Early Childhood





ISBN 9781138308169
Published February 12, 2019 by Routledge
440 Pages

 
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Book Description

This book brings together innovative work happening in childhood research across disciplinary boundaries and across the world. It focuses specifically on the most cutting-edge, innovative methodological approaches in the study of children’s use and learning with digital technologies and children’s experiences of key 21st century trends (e.g. immigration or multiculturalism). A true effort is made to have dialogues across diverse fields and contested fields of research (including educational psychology, post-humanist literacy, narrative approaches, developmental approaches).The book is a comprehensive survey of methods in the field of children’s technologies. The volume is a substantive and strategic collection of international approaches to early childhood and technologies. The authors reflect on what works and what doesn’t work in relation to specific innovative research methods.

Table of Contents

Foreword

Rosie Flewitt (University College of London, UK)

Section One: Studying children’s contemporary play

  1. Cut it out! Materiality and Action in Children’s Play and Toymaking
  2. Karen Wohlwend & Jaye Johnson Thiel Indiana University, USA

  3. Chestcam tales: Exploring embodied ethnography with young children
  4. Jackie Marsh, University of Sheffield, UK

  5. The development of childhood cultures
  6. Anne Haas Dyson, Illinois University, USA

    Section Two: Studying specific groups of children

  7. Meeting the needs of students in a multilingual classroom: Linking Research to Practice
  8. Rahat Zaidi, University of Calgary, Canada

  9. Research with children with SEN
  10. Melissa Allen, Lancaster University, UK

  11. Children from diverse backgrounds
  12. Jim Anderson, British Columbia

    Section Three: Studying children’s practices at home and in lab settings

  13. Learning at home
  14. Laidlaw, O’Mara & Wong, Deakin University, Australia

  15. Community-based research
  16. Pam Whitty, University of New Brunswick, Canada

  17. Using magnetic resonance imaging in infants and young children and its implication for bridging the fields of Neuroscience and Education
  18. Nadine Gaab, Harvard University, USA

    Section Four: Children’s global practices and movement through space

  19. "Talk into my GoPro, I’m making a movie!" Using digital ethnographic methods to explore children’s experiences in the woods
  20. Debra Harwood & Diane Collier, Brock University, Canada

  21. Deep hanging out: artifactual literacies and ethnographic methods
  22. Margaret Somerville & Sarah Powell, Western Sydney University, Australia

  23. Getting away from the screen: the play affordances of Internet connected toys
  24. Donell Holloway, Edith Cowan University, Australia

     

    Section Five: Studying children’s learning with others

  25. This is the stuff that literacies are made of: Researching children’s learning with grandparents and other elders through ethnographic methods
  26. Rachel Heydon, & Xiaoxiao Du, University of Western Ontario, Canada

     

  27. Children and parents interacting together with an app support
  28. Kathy Sylva & Fiona Roberts, University of Oxford, UK

  29. Children learning in their families
  30. Tisha Lewis, University of Georgia, USA

    Section Six: Children’s learning through body, embodiment and haptics

  31. Embodiment
  32. Kerryn Dixon, Wits University, South Africa

  33. Technologies, affordances, children and (embodied) reading: a call for intedisciplinarity
  34. Anne Mangen, Trude Hoel, Thomas Moser, University of Oslo, Norway

  35. Valuing Signs of Learning: A Multimodal Perspective on Observation and Digital Documentation in Early Years Classrooms
  36. Kate Cowan, University College London, UK

    Section Seven: Studying reading and interacting on screen

  37. Eye-tracking and e-books
  38. Zsofia Takacs, Eötvös Loránd University, Hungray

  39. Lab-based studies of children’s reading on screen
  40. Brenna Hassinger and Rebecca Dore, University of Delaware, USA

  41. Visual methods for studying children’s interactions on screen
  42. Abi Hackett & Lucy Caton, Manchester Metorpolitan University, UK

    Section Eight: Children’s multiliteracies

  43. Who's helping who?: Young children seeking help when learning to write
  44. Annette Woods, Queensland University of Technology, Australia

  45. Children’s literature and critical literacy
  46. Peggy Albers, Georgia State University, USA, together with Vivian Vasquez and Jerry Harste

     

  47. Methodologies without methodology: (Re)imagining research practices when thinking with poststructural and posthumanist theories
  48. Candace Kuby, Missouri University, USA

    Section Nine: Children’s drawing, mark-making and arts

  49. Studying science apps in low-income pre-schools
  50. Lena Lee, Miami University, USA

  51. Storying as a methodology in early years classrooms
  52. Cathy Burnett and Guy Merchant, Sheffield Hallam University, UK

  53. Student generated visual narratives: lived experiences of learning
  54. Narelle Lemon, La Trobe University, Australia

  55. Arts-based methods

Linda Knight, Queensland University of Technology, Australia

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Editor(s)

Biography

Natalia Kucirkova is Senior Research Fellow at University College London, UK. She graduated in Psychology, holds a Masters in Research Methods and a Doctorate in Education. She worked at the Oxford University Education Department, pursued a pre-doctoral fellowship at the Harvard Graduate School of Education and currently works as Senior Research Fellow at University College London, UK. Her research concerns innovative ways of supporting children’s book reading, digital literacy and exploring the role of personalisation in early years. Her publications appeared in Communication Disorders Quarterly, First Language, Computers & Education or Cambridge Journal of Education. She has been commended for her engagement with teachers and parents at a national and international level.

Jennifer Roswell is Professor in the department of Teacher Education and Canada Research Chair in Multiliteracies at Brock University, Canada. Her research interests include: research in schools and communities doing multimodal work with children and youth; exploring how younger generations think and interact through technologies, videogames and immersive environments; and, longitudinal work in homes connecting artifacts and material worlds with literacy and identity practices. She is Co-Series Editor with Cynthia Lewis of the Routledge Expanding Literacies in Education Series and the Digital Literacy Editor for The Reading Teacher. Her latest books are The Routledge Handbook of Literacy Studies, co-edited with Kate Pahl and Generation Z: Zombies, Popular Culture, and Educating Youth, Co-Edited with Victoria Carrington, Esther Priyadharshini, and Rebecca Westrup.