Pub Date : 2021-07-07DOI: 10.18357/JCS462202119559
Louisa Penfold, Nina Odegard
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.
{"title":"Making Kin With Plastic Through Aesthetic Experimentation","authors":"Louisa Penfold, Nina Odegard","doi":"10.18357/JCS462202119559","DOIUrl":"https://doi.org/10.18357/JCS462202119559","url":null,"abstract":"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.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46458856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-07DOI: 10.18357/JCS462202119581
A. Gerlach, S. Gulamhusein, Leslie Varley, Magnolia Perron
Funding for urban, not-for-profit Indigenous early learning and childcare (ELCC) programs has not kept pace with a rapidly growing urban Indigenous population, increasing operational costs, and the rights of Indigenous children. In British Columbia (BC), closure of a prominent Indigenous ELCC program prompted a study of some of the key factors influencing the operation of Indigenous ELCC programs in BC. This qualitative research highlights the priorities, concerns, and recommendations for supporting the operational success of urban, not-for-profit Indigenous ELCC programs and upholding the rights of Indigenous children. These findings have relevance for Indigenous ELCC programs that are facing operational challenges in BC and other jurisdictions in Canada.
{"title":"Structural Challenges & Inequities in Operating Urban Indigenous Early Learning and Child Care Programs in British Columbia","authors":"A. Gerlach, S. Gulamhusein, Leslie Varley, Magnolia Perron","doi":"10.18357/JCS462202119581","DOIUrl":"https://doi.org/10.18357/JCS462202119581","url":null,"abstract":"Funding for urban, not-for-profit Indigenous early learning and childcare (ELCC) programs has not kept pace with a rapidly growing urban Indigenous population, increasing operational costs, and the rights of Indigenous children. In British Columbia (BC), closure of a prominent Indigenous ELCC program prompted a study of some of the key factors influencing the operation of Indigenous ELCC programs in BC. This qualitative research highlights the priorities, concerns, and recommendations for supporting the operational success of urban, not-for-profit Indigenous ELCC programs and upholding the rights of Indigenous children. These findings have relevance for Indigenous ELCC programs that are facing operational challenges in BC and other jurisdictions in Canada.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48147993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-07DOI: 10.18357/JCS462202119934
Julie C. Garlen, Sarah L. Hembruff
In this article, we look to viewer responses to James Bridle’s TED Talk on children’s YouTube to learn about the discursive landscape of childhood in the digital age. We first situate concerns about children’s use of YouTube within a history of moral panic and then conduct a thematic analysis of online comments to discover what viewers identify as the central concerns. We “unbox” three emergent themes of responsibility—corporate, parental, and societal—to understand how these themes might help us think about contemporary discourses of childhood “at risk,” critical media literacy, and children’s agency as social actors on the Internet.
{"title":"Unboxing Childhood: Risk and Responsibility in the Age of YouTube","authors":"Julie C. Garlen, Sarah L. Hembruff","doi":"10.18357/JCS462202119934","DOIUrl":"https://doi.org/10.18357/JCS462202119934","url":null,"abstract":"In this article, we look to viewer responses to James Bridle’s TED Talk on children’s YouTube to learn about the discursive landscape of childhood in the digital age. We first situate concerns about children’s use of YouTube within a history of moral panic and then conduct a thematic analysis of online comments to discover what viewers identify as the central concerns. We “unbox” three emergent themes of responsibility—corporate, parental, and societal—to understand how these themes might help us think about contemporary discourses of childhood “at risk,” critical media literacy, and children’s agency as social actors on the Internet.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42814527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-07DOI: 10.18357/JCS462202119756
A. H. Qamar
This study aimed to investigate the responses of university students (late adolescents) about their conceptualization of a child, exploring the characteristics they associate with being a child. The study was conducted in two phases. In phase 1, responses to one open-ended question, what is a child? (N=75), were analyzed using qualitative content analysis. In phase 2, students (N=90) filled in an online closed-ended survey that was derived from the subthemes that emerged from the qualitative data collected in phase 1. Findings revealed multiple interconnected aspects of the conceptualization of the child, making it a complex whole. This study is helpful for understanding the concept of the child grounded in various theoretical and mythological categories that portray the complexities of existing dichotomies that often come up as interconnected in traditional societies.
{"title":"What is a Child? Exploring Conceptualization of Pakistani Adolescents About Children","authors":"A. H. Qamar","doi":"10.18357/JCS462202119756","DOIUrl":"https://doi.org/10.18357/JCS462202119756","url":null,"abstract":"This study aimed to investigate the responses of university students (late adolescents) about their conceptualization of a child, exploring the characteristics they associate with being a child. The study was conducted in two phases. In phase 1, responses to one open-ended question, what is a child? (N=75), were analyzed using qualitative content analysis. In phase 2, students (N=90) filled in an online closed-ended survey that was derived from the subthemes that emerged from the qualitative data collected in phase 1. Findings revealed multiple interconnected aspects of the conceptualization of the child, making it a complex whole. This study is helpful for understanding the concept of the child grounded in various theoretical and mythological categories that portray the complexities of existing dichotomies that often come up as interconnected in traditional societies.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42953706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-07DOI: 10.18357/JCS462202119925
Sonya Gaches
Utilizing the four features of informed consent from the guiding document Ethical Research Involving Children, the article illustrates how the informed consent process was carried out with young children from the initial planning stages through the ongoing research’s focused conversations. Specifically, the questions of what would be needed to acquire informed consent from the children and what assurances could there be that young children understood the research and how its results would be disseminated are addressed. The article concludes with suggestions for what other researchers might consider and include in their local contexts.
{"title":"Can I Share Your Ideas With the World? Young Children’s Consent in the Research Process","authors":"Sonya Gaches","doi":"10.18357/JCS462202119925","DOIUrl":"https://doi.org/10.18357/JCS462202119925","url":null,"abstract":"Utilizing the four features of informed consent from the guiding document Ethical Research Involving Children, the article illustrates how the informed consent process was carried out with young children from the initial planning stages through the ongoing research’s focused conversations. Specifically, the questions of what would be needed to acquire informed consent from the children and what assurances could there be that young children understood the research and how its results would be disseminated are addressed. The article concludes with suggestions for what other researchers might consider and include in their local contexts. \u0000 ","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Concept of Generations","authors":"Eric J. Bolland, Carlos J. Lopes","doi":"10.1057/9781137348227_2","DOIUrl":"https://doi.org/10.1057/9781137348227_2","url":null,"abstract":"","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"50 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83594662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This inquiry is grounded in the idea that parent-child activities are central to the cultural development of society. To address this larger theoretical premise, I examine parents’ and children’s sense making of photographs of childhood. Photographing itself, as a process, replicates representations of childhood that precede the practice while explicitly reproducing and transforming the existing meanings attributed to the medium in which the photograph is displayed. Therefore, I consider photographing to be a cultural activity that helps people share, make sense of, and transform historical, personal, and societal experience and knowledge. The cultural-historical school of developmental psychology has been close to childhood studies in its recognition that child and society interact to create meaning and human development (Daiute, 2013; Vygotsky, 1978). Dynamic developmental theory (Daiute, 2014) is important to emphasize here, in part to provide a focused study of child-adult interaction with uses of digital photography in the development of society. Dynamic developmental theory values collaboration between individuals and their surroundings and accepts everyone, including children, as active participants of their social environment, both as individuals and as members of a cultural group. Another major tenet of this contemporary developmental theory is the role of symbol systems, like language, rituals, and icons, as cultural creations that people use to mediate their interactions in societies and the meanings of life. Consistent with this view, parents use digital photography to create social environments and cultural messages for making sense of their environments, making their own choices and acting at this technological moment in time. In that dynamic transformation, not only the ways we relate to children and childhoods change. The ways we express our relationships also go through rapid evolution due to the technologies we use to manifest our experiences. For example, taking family photographs every Christmas morning after breakfast may become a tradition in a household. By helping form this tradition, parents can structure, in everyday activity and discourse, the use of media in which children participate. Photography, in this example, is a particular form of media. It has its own type of communication in visual mode that developed over time. The output of this communication could be shared in any form (e.g., on a Christmas card, on Instagram, in a frame in a living room) based on the photographer’s purpose. The structure the photographer uses has its own history, stylistic criteria, affordances, and constraints, yet the reason for taking the photograph and the myriad details involved are all Photographing is a cultural activity that helps people share, make sense of, and transform historical, personal, and societal experience and knowledge. The widespread practice of parents’ photographing and posting photos of their children inspired thi
{"title":"How Do Children and Their Mothers Make Sense of Photographs Containing Other Children?","authors":"A. Benevento","doi":"10.18357/JCS00202119137","DOIUrl":"https://doi.org/10.18357/JCS00202119137","url":null,"abstract":"This inquiry is grounded in the idea that parent-child activities are central to the cultural development of society. To address this larger theoretical premise, I examine parents’ and children’s sense making of photographs of childhood. Photographing itself, as a process, replicates representations of childhood that precede the practice while explicitly reproducing and transforming the existing meanings attributed to the medium in which the photograph is displayed. Therefore, I consider photographing to be a cultural activity that helps people share, make sense of, and transform historical, personal, and societal experience and knowledge. The cultural-historical school of developmental psychology has been close to childhood studies in its recognition that child and society interact to create meaning and human development (Daiute, 2013; Vygotsky, 1978). Dynamic developmental theory (Daiute, 2014) is important to emphasize here, in part to provide a focused study of child-adult interaction with uses of digital photography in the development of society. Dynamic developmental theory values collaboration between individuals and their surroundings and accepts everyone, including children, as active participants of their social environment, both as individuals and as members of a cultural group. Another major tenet of this contemporary developmental theory is the role of symbol systems, like language, rituals, and icons, as cultural creations that people use to mediate their interactions in societies and the meanings of life. Consistent with this view, parents use digital photography to create social environments and cultural messages for making sense of their environments, making their own choices and acting at this technological moment in time. In that dynamic transformation, not only the ways we relate to children and childhoods change. The ways we express our relationships also go through rapid evolution due to the technologies we use to manifest our experiences. For example, taking family photographs every Christmas morning after breakfast may become a tradition in a household. By helping form this tradition, parents can structure, in everyday activity and discourse, the use of media in which children participate. Photography, in this example, is a particular form of media. It has its own type of communication in visual mode that developed over time. The output of this communication could be shared in any form (e.g., on a Christmas card, on Instagram, in a frame in a living room) based on the photographer’s purpose. The structure the photographer uses has its own history, stylistic criteria, affordances, and constraints, yet the reason for taking the photograph and the myriad details involved are all Photographing is a cultural activity that helps people share, make sense of, and transform historical, personal, and societal experience and knowledge. The widespread practice of parents’ photographing and posting photos of their children inspired thi","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"13-33"},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42937433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adrianne de Castro is a Brazilian educator with years of experience working in elementary and secondary schools in Brazil. Her MA thesis was inspired by common worlds pedagogies and thinking with, rather than mastering concepts of, materials and others of shared worlds. Her approach to early childhood education is collectivist and inclusive of more-than-humans. Her research is a humble response toward more livable worlds in the present human-modified geological epoch of the Anthropocene. Email: abacelar@uwo.ca
Adrianne de Castro是一位巴西教育家，在巴西中小学有多年的工作经验。她的硕士论文的灵感来自于共同世界的教育学和思考，而不是掌握材料和其他共享世界的概念。她对幼儿教育的态度是集体主义的，包容的不仅仅是人类。她的研究是对当今人类世地质时代更宜居世界的谦逊回应。电子邮件：abacelar@uwo.ca
{"title":"Book Review: Tiffany Lethabo King’s The Black Shoals","authors":"A. Castro","doi":"10.18357/JCS00202119973","DOIUrl":"https://doi.org/10.18357/JCS00202119973","url":null,"abstract":"Adrianne de Castro is a Brazilian educator with years of experience working in elementary and secondary schools in Brazil. Her MA thesis was inspired by common worlds pedagogies and thinking with, rather than mastering concepts of, materials and others of shared worlds. Her approach to early childhood education is collectivist and inclusive of more-than-humans. Her research is a humble response toward more livable worlds in the present human-modified geological epoch of the Anthropocene. Email: abacelar@uwo.ca","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"72-77"},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44707578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dr. Zuhra Abawi is an assistant professor of education at Niagara University, Ontario. Her work focuses on the ways that discourses of race and identity are negotiated, mediated, and socialized in education. Her research seeks to recenter the voices of racialized and Indigenous children, families, and educators by problematizing whiteness and Eurocentric developmentalist discourses and curricula embedded in educational institutions. Email: zabawi@niagara.edu
{"title":"Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten","authors":"Zuhra E. Abawi","doi":"10.18357/JCS00202119594","DOIUrl":"https://doi.org/10.18357/JCS00202119594","url":null,"abstract":"Dr. Zuhra Abawi is an assistant professor of education at Niagara University, Ontario. Her work focuses on the ways that discourses of race and identity are negotiated, mediated, and socialized in education. Her research seeks to recenter the voices of racialized and Indigenous children, families, and educators by problematizing whiteness and Eurocentric developmentalist discourses and curricula embedded in educational institutions. Email: zabawi@niagara.edu","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"1-12"},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46654368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anna Vladimirova is a PhD candidate in education at the University of Oulu, Finland. Her research interests include body-place relations, the problematics of care in multispecies encounters, and the role of embodied movement in environmental sustenance. Drawing on philosophies of new materialism and posthumanism, she currently explores the implications of children-nature relations for environmental education. Her work also aims to contribute to rethinking an increasingly anthropocentric notion of forest from an educational perspective. Email: anna.vladimirova@oulu.fi
Anna Vladimirova是芬兰奥卢大学教育学博士候选人。她的研究兴趣包括身体-地点关系，多物种接触中的护理问题，以及环境维持中体现运动的作用。在新唯物主义和后人类主义哲学的指导下，她目前正在探索儿童与自然关系对环境教育的影响。她的工作还旨在从教育的角度重新思考日益以人类为中心的森林概念。电子邮件:anna.vladimirova@oulu.fi
{"title":"Caring In-Between: Events of Engagement of Preschool Children and Forests","authors":"A. Vladimirova","doi":"10.18357/JCS00202119326","DOIUrl":"https://doi.org/10.18357/JCS00202119326","url":null,"abstract":"Anna Vladimirova is a PhD candidate in education at the University of Oulu, Finland. Her research interests include body-place relations, the problematics of care in multispecies encounters, and the role of embodied movement in environmental sustenance. Drawing on philosophies of new materialism and posthumanism, she currently explores the implications of children-nature relations for environmental education. Her work also aims to contribute to rethinking an increasingly anthropocentric notion of forest from an educational perspective. Email: anna.vladimirova@oulu.fi","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"51-71"},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67802422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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