From the Beginning: Children as Subjects and Agents of Surveillance

Marx, Gary T.; Steeves, Valerie

doi:10.24908/ss.v7i3/4.4152

Cited by 80 publications

(77 citation statements)

References 18 publications

(17 reference statements)

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“…A worry noted over this heightened child protection, however, is that children are not allowed to develop their own coping mechanisms, or to do things their own way (Marx and Steeves 2010). Pain et al (2005) argue (with reference to Hillman, Adams and Whitelegg 1990;Valentine and McKendrick 1997) that: 'while accidents and physical and emotional abuse are in fact most common within the home, these fears mean that young people are increasingly restricted and supervised outdoors, at some cost to their autonomy, social interaction and health'.…”

Section: Article Child Location Tracking In the Us And The Uk: Same Tmentioning

confidence: 99%

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Child Location Tracking in the US and the UK: Same Technology, Different Social Implications

Oostveen

Vasalou

Besselaar³

et al. 2014

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Real-time location tracking of individuals has become relatively easy with the widespread availability of commercial wearable devices that use geographical positioning information to provide location-based services. One application of this technology is to allow parents to monitor the location of their children. This paper investigates child location tracking technology in the US and the UK and compares its privacy implications. Although overall the price levels and the technical capabilities are the same, we find that the features of the technology are different depending on the social context. This can be attributed to national regulations and law that shape how a technology can be used. These laws and regulations, influenced by cultural frameworks, values, and morality, differ considerably between the countries. Clarifying the expected impacts of technology on the lives of users and other stakeholders in terms of these contextual factors will help to inform public debate about technical possibilities and societal needs.

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Section: Article Child Location Tracking In the Us And The Uk: Same Tmentioning

confidence: 99%

“…Even though using surveillance technologies for protection may be well-intentioned, it deprives children and teenagers of the possibility to extend their competence, confidence and skills and turns them into subjects of control (Marx and Steeves 2010;Rooney 2010).…”

Section: You Also Want the Trust That Exists Between Yourself And Yomentioning

confidence: 99%

Child Location Tracking in the US and the UK: Same Technology, Different Social Implications

Oostveen

Vasalou

Besselaar³

et al. 2014

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“…Marx and Steeves (2010) explain that parents are encouraged to buy surveillance technologies to keep children 'safe'. As well as a lesser prominence on parental convenience and freedom, surveillance is primarily promoted as a required tool of responsible and caring parents.…”

Section: Surveillance and Childhoodmentioning

confidence: 99%

'I had no credit to ring you back': Children’s strategies of negotiation and resistance to parental surveillance via mobile phones

Barron

2014

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The monitoring of children in time and space, from a distance via the mobile phones, is a phenomenon never experienced in previous generations. Indeed, as frequently recited, the increased protection of children by monitoring them is a central characteristic of modern childhood (Rasmussen, 2003; Qvortrup, 1993) and the effects of this are not yet know. Equally our understanding of how children in middle childhood (8 – 12 years) negotiate and or resist this monitoring is unclear. This paper seeks to add to the emerging body of knowledge on the strategies employed by children in middle childhood to negotiate and resist the monitoring and surveillance of their physical selves in time and space using mobile phones. I suggest that the mobile phone can be transformed by children into a highly efficient device to enable them to both negotiate and resist surveillance thus increasing their autonomy and independent mobility. Children are not passive recipients of parental surveillance and power, rather they are increasingly playing an active role in negotiation with parents and actively resist monitoring of their everyday lives to both make meaning anew and produce culture.

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“…Autonomy is essential to young children's socio-emotional development, critical thinking and decision-making (boyd & Jenkins, 2006;Helwig, 2006;Kamii, 1991;Marx & Steeves, 2010;Nolan, Raynes-Goldie, & McBride, 2011). As an open-ended, child-initiated activity with unknowable outcomes, children's at-home digital game-play provides many opportunities for autonomous learning through explorations that promote cycles of theory-building, testing, and reflection, in ever increasing levels of complexity.…”

Section: Dimensions Of Autonomymentioning

confidence: 99%

Beyond gamification: reconceptualizing game-based learning in early childhood environments

Nolan

McBride

2013

Information, Communication & Society

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The recent promotion and adoption of digital game-based learning (DGBL) in K-12 education presents compelling opportunities as well as challenges for early childhood educators who seek to critically, equitably and holistically support the learning and play of today's so-called digital natives. However, with most DGBL initiatives focused on the increasingly standardized 'accountability' models found in K-12 educational institutions, the authors ask whose priorities, identities and notions of play this model reinforces or neglects. Drawing on the literatures of early childhood studies, game-based learning, and game studies, they seek to illuminate the informal contexts of play within the 'hidden' and 'null' curricula of DGBL that do not fit within the efficiency models of mainstream education in North America. In the absence of a common critical or theoretical foundation for DGBL, they propose a conceptual framework that challenges what they regard to be the institutionally nullified dimensions of autonomy, play, affinity and space that are essential to DGBL. They contend that these dimensions are ideally situated within the inclusive and play-based curriculum early childhood learning environments, and that the early years constitute a critically significant, yet overlooked, location for more holistic and inclusive thinking on DGBL.Keywords: DGBL; digital game-based learning; early childhood education; videogames; situated learning; hidden and null curriculum; critical pedagogy Introduction Children aged 3-10 represent the largest demographic of the virtual worlds and online games (Kzero, 2011) they themselves choose to engage with and identify as significant to them (de Castell & Jenson, 2004). The recognition that digital games are a critically important dimension of younger children's lives at home and in early years locations presents challenges as well as opportunities for early childhood education. Though there is a growing body of work on the use of technology in the early years, much of the research has focused on multimedia tools and popular culture as pathways to multimodal literacies with relatively little focus on digital games (Marsh, 2010;Marsh, Brooks, Hughes, Ritchie, & Roberts, 2005;Plowman, McPake, & Stephen, 2008;Plowman, Stephen, & McPake, 2010;Wolfe & Flewitt, 2010;Yelland, 2010). , Communication & Society, 2014 Vol. 17, No. 5, 594-608, http://dx.doi.org/10.1080/1369118X.2013 Though funding and access to resources are often cited as the primary barrier to technology adoption and integration in early learning contexts, the role of negative dispositions towards technology and digital games has not been fully considered as a contributing factor in the relatively slow pace of technology adoption in early childhood education. These negative dispositions towards technology may also reflect more than a century of dominant values informed by the naturalist and romantic beliefs about children, childhood and children's learning. For example, in their study of technology integration in a UK preschool,...

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From the Beginning: Children as Subjects and Agents of Surveillance

Cited by 80 publications

References 18 publications

Child Location Tracking in the US and the UK: Same Technology, Different Social Implications

Child Location Tracking in the US and the UK: Same Technology, Different Social Implications

'I had no credit to ring you back': Children’s strategies of negotiation and resistance to parental surveillance via mobile phones

Beyond gamification: reconceptualizing game-based learning in early childhood environments

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