Participant Observation With Children

Fine, Gary Alan; Glassner, Barry

doi:10.1177/089124167900800203

Cited by 48 publications

(30 citation statements)

References 18 publications

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“…Such responses as these critiques have provoked, goes mostly in one or other of two directions: first, some investigators (e.g. Speier, 1969Speier, , 1971Qcourel et al 1974;Fine and Glassner, 1979) have tried to produce descriptions of children's own culture, social competences and practical reasoning; second, other researchers (e.g. Davis and Strong, 1976;Silverman, 1981) have looked at the ways in which adults formulate and assign specific social identities to diildren.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Categorization in accident departments: ‘good’ patients, ‘bad’ patients and ‘children’

Dingwall¹,

Murray²

1983

Sociology Health & Illness

100

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Qiildren form a significant proportion of accident services' clientele but have received relatively little attention in the growing ethnographic literature on such organizations. This paper uses data from observation and interviews in four English acddent departments to review Jeffery's influential analysis of medical staffs categorization of patients. After pointing to certain logical difficulties with this account, it is argued that an analysis of the way children are treated allows for these to be remedied by the development of a more sophisticated model of professional decision-making. The paper concludes with a discussion of the way in which the categorization rests on the practical contingencies of accident work and the social organization of emergency work. Attention is drawn to the variation between high-prestige units in teaching hosppitals and lower-status units in general hospitals and the way this limits the ability of the former to identify conditions like child abuse or neglect. IntroductionThe invisibility of children in social scientific work has been a matter for increasing comment (e.g. Mackay, 1973;Skolnick, 1974;Fine and Glassner, 1979;May and Strong, 1980;Prout, 1980). Although there is a great deal of research which purports to be about children, much of this, on examination, merely seems to offer a quasi-scientific warrant for current adult common sense. Such responses as these critiques have provoked, goes mostly in one or other of two directions: first, some investigators (e.g. Speier, 1969Speier, , 1971Qcourel et al. 1974;Fine and Glassner, 1979) have tried to produce descriptions of children's own culture, social competences and practical reasoning; second, other researchers (e.g. Davis and Strong, 1976;Silverman, 1981) have looked at the ways in which adults formulate and assign specific social identities to diildren. While these approaches are undoubtedly extending a sociological understanding of childhood, however, they remain open to Our intention in this paper is to show how 'taking children seriously' requires us to revise some influential recent analyses of the processes by which patients are classified in accident and emergency departments and allows us to bring out the oi^anizational and occupational logic of the scheme which members appear to use.

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Section: Introductionmentioning

confidence: 99%

“…Mackay, 1973;Skolnick, 1974;Fine and Glassner, 1979;May and Strong, 1980;Prout, 1980). Although there is a great deal of research which purports to be about children, much of this, on examination, merely seems to offer a quasi-scientific warrant for current adult common sense.…”

Section: Introductionmentioning

confidence: 99%

Categorization in accident departments: ‘good’ patients, ‘bad’ patients and ‘children’

Dingwall¹,

Murray²

1983

Sociology Health & Illness

100

View full text Add to dashboard Cite

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“…How could I describe anything from their perspective without their trust? I developed the role of participantobserver (Gold, 1958) by following the social/classroom rules that governed the children and by assuming the role of participant as helper or quasi-friend (Fine & Glasser, 1979). The children often tested to see if they could trust me.…”

Section: Participantsmentioning

confidence: 99%

Creating Communities of Readers: A Study of Children's Information Networks as Multiple Contexts for Responding to Texts

Guice

1995

Journal of Reading Behavior

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This case study explores the perspectives of a group of sixth-grade language arts students concerning their views of the contexts of reading and responding to books in school. The researcher took the role of participant-observer and characterizes this study as a qualitative interpretive case study. As participant-observer, the researcher collected data in the form of fieldnotes, interviews, and written responses; the researcher analyzed data using the constant comparison method. Results of the study indicated that in this setting children respond to texts differently in the contexts under which they read and write about books. There were four different classroom contexts for responding to books in school: "silent" reading, book selection, writing, and aesthetic activity. Three conclusions were drawn from the study and make up an emerging grounded theory: (a) Children respond to books in patterns specific to school contexts, (b) Classroom contexts for reading and responding to books are socially constructed through children's interactions, and (c) Children constructed a community of readers by interacting with one another to respond to books in socially constructed contexts serving as information networks.This study was inspired first by my own love of books and reading and second, by the work of Galda (1988) who suggests that readers' responses to books are influenced by the nature of the reader, the text, and the context. We seem to know more about readers and texts than we do contexts for responding to books. Specifically, there seems to be a need for an investigation of the social construction of the contexts for reading and responding to books. Thus, this study was conducted to 379

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“…However, while in-home observation, even when a family is not directly engaged in television viewing, may not be too problematic to negotiate, the observation of older children in other contexts and, in particular, in unsupervised peer-group situations is likely to be hampered by serious initial barriers of trust (cf. Fine & Glassner, 1979). At the very least, the problem becomes one of excessive time requirements.…”

Section: The Measurement Of Consequencesmentioning

confidence: 99%

On the Consequences of Television-Related Parent-Child Interaction

Messaris

Sarett

1981

Human Comm Res

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This is a theoretical examination of certain ways in which a child's development may be affected by parentchild interactions in which the content of television programming appears as an explicit referent, i.e., as the topic of a verbal exchange, as the premise for a game, and so forth. The discussion deals with four areas of development, viz.: (1) the child's interpretational skills with regard to the television medium; (2) the child's repertory of cognitive categories regarding the real world; (3) the child's behavioral repertory, including both verbal and nonverbal items; and (4) the child's social relation¬ships. The paper concludes with a discussion of certain methodological issues involved in the empirical examination of these matters.

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Participant Observation With Children

Cited by 48 publications

References 18 publications

Categorization in accident departments: ‘good’ patients, ‘bad’ patients and ‘children’

Categorization in accident departments: ‘good’ patients, ‘bad’ patients and ‘children’

Creating Communities of Readers: A Study of Children's Information Networks as Multiple Contexts for Responding to Texts

On the Consequences of Television-Related Parent-Child Interaction

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