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Kamp, Kathryn A.

doi:10.1023/a:1009562531188

Cited by 224 publications

(27 citation statements)

References 63 publications

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“…Culturally, age is a crucial component of identity, and more precise age estimates can help to unpack the relationship between biological development, understandings of personhood, and cultural rites of passage (Kamp 2001;Tung & Knudson 2010;Waterman & Thomas 2011). The two most common strategies for estimating the age of subadults using the dentition are dental eruption (e.g.…”

Section: Developmentally-ambiguous Teethmentioning

confidence: 99%

Teeth

Hillson

2005

465

164

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Section: Developmentally-ambiguous Teethmentioning

confidence: 99%

Teeth

Hillson

2005

465

164

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“…The more general and abbreviated the actions in play, the more deeply they reflect the meaning, goal and system of relationships in adult activity that is being recreated. (Elkonin, 2005b, p. 40) Recent cross-cultural studies (Kamp, 2001) confirm Elkonin's (2005) suggestion that children model substantial aspects of their play on adult activities. It is in the context of understanding play not only as a universal but also as a culturally mediated phenomenon, in which the environment influences the themes of the play, that we discuss the impact of objects on the content of the rolesthe human activities, work and human interactions in their everyday reality that are reproduced in play.…”

Section: Play As 'Social Practice' and The Role Of Objectsmentioning

confidence: 94%

“…It is in the context of understanding play not only as a universal but also as a culturally mediated phenomenon, in which the environment influences the themes of the play, that we discuss the impact of objects on the content of the rolesthe human activities, work and human interactions in their everyday reality that are reproduced in play. Kamp's (2001) study brings insight into our understanding of the reciprocal nature of the relationship between culture and play: through engaging in play activities, children learn social roles and (typical) cultural values and norms, and through the creativity and innovative problem solving that occur in play, the new generation contributes to further development of the (given) culture. Provided that different objects associated with different types of human activities have different functional values, the question becomes: What kind of features should the environment have in order to support such activities?…”

Section: Play As 'Social Practice' and The Role Of Objectsmentioning

confidence: 99%

The Role of Cultural Artefacts in Play as Tools to Mediate Learning in an Intercultural Preschool Programme

Hennig¹,

Kirova

2012

Contemporary Issues in Early Childhood

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Starting with the research question 'What is the role of play as a means of genuine inclusion of home language and cultural traditions in an intercultural early learning programme?', the article focuses on the role of cultural artefacts in a programme in which the majority of the children were refugees from Africa. The sociocultural theory of learning of Vygotsky and the activity theory of Leontiev provided the theoretical framework for the study. From a sociocultural perspective, materials are cultural objects within the social context and their use and functions are adaptive, depending on the activities that are also social. By engaging in these habitual activities and interactions, children become a part of their cultural world. Ethnographic data collection methods were employed to address the research question. A description of a play episode was used as an example of a young child's use of her appropriated knowledge of a particular cultural practice (singing while doing housework) and a cultural object (artefact) as a tool to mediate her learning. The authors argue that the example demonstrates that the presence of cultural artefacts allowed the child's home culture to emerge as the dominant one in the early childhood setting. The authors believe that the mindful, deliberate introduction of cultural artefacts by the first-language facilitators and cultural brokers who were members of the classroom teaching team allowed the child to consolidate her learning from both her home and her school environments in a manner consistent with her cultural background. The study suggests possible tools and forms of analysis that provoke early childhood educators to extend themselves outside of their own knowledge systems so that they can better facilitate children's ongoing negotiations among their multiple worlds.

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“…The second line of research was inspired by the 1970s feminist movements, evolving with 1990s theories of gender relationships to societal roles and visibility. A major interest was directed towards those population groups usually defined as "invisible", moving the child from a strictly feminine dimension to a more active position in the society; the little ones started to be considered parts of the social life, actively contributing to the modification of their environment (Lillehammer, 1989;Derevenski, 1994;Baker, 1997;Lander, 1998;Kamp, 2001). In particular, Lillehammer (1989) was one of the first authors focusing on the role of children in archaeology, suggesting a multidisciplinary use of funerary archaeology, ethnography and osteology as means for understanding the complex connections between children, adults and the physical environment (Lillehammer, 1989, p. 89).…”

Section: Brief History Of the Archaeological And Bioanthropological Study Of Childrenmentioning

confidence: 99%

“…The refinement of globally-used methodologies and the development of more accurate techniques for age estimation in children is an enduring research topic in bioarchaeology; the creation of narrower age ranges allows for more detailed paleodemographic reconstructions that are beneficial for the interpretation of the life and health conditions of a whole population (Halcrow & Tayles, 2008, p. 208). The biological age estimated from the skeleton must not be confused with the social age of the individuals, which was societally imposed in different periods and communities, and often strikingly different from the concept of childhood we have today (Kamp, 2001;Baxter, 2005;Halcrow & Tayles, 2008). However, the ability to place individuals within more accurate age categories also allows a deeper understanding of their position in the community.…”

Section: Future Prospects and Conclusionmentioning

confidence: 99%

Giving a Voice to the Little Ones: The Bioarchaeology of Children in the Baltics

Morrone

2020

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The skeletal remains of non-adults provide endless insights into numerous aspects of their personal, family and social lives. Although they were considered to be marginal members of society, children can potentially shed light on factors influencing the overall health and survival of their communities, sensitively conveying the ability of a population to adapt to its environment and cope with moments of crisis. In the last decade, worldwide interest in the archaeology of children has grown, and has driven the bioarchaeological investigation of their skeletal remains. However, the bioarchaeological study of non-adults has received surprisingly little interest in the Baltic states. This review presents the past and current state of the art with specific focus on the Baltic area from prehistory to historic times, outlining new research fields and the benefits of studying non-adult skeletal remains, and proposing specific possible directions for future work on this topic. The paper is aimed at giving a louder voice to the youngest actors of ancient communities, and perhaps offers a starting point for developing a definitive bioarchaeology of children in the Baltics.

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Cited by 224 publications

References 63 publications

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The Role of Cultural Artefacts in Play as Tools to Mediate Learning in an Intercultural Preschool Programme

Giving a Voice to the Little Ones: The Bioarchaeology of Children in the Baltics

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