1st Edition

The Routledge International Handbook of Learning with Technology in Early Childhood

Edited By Natalia Kucirkova, Jennifer Rowsell, Garry Falloon Copyright 2019
    472 Pages
    by Routledge

    440 Pages
    by Routledge

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    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.


    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


    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.