Rewind and replay? Television and play in the 1950s/1960s and 2010s

Marsh, Jackie; Bishop, Julia

doi:10.1080/21594937.2012.741431

Cited by 9 publications

(5 citation statements)

References 7 publications

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“…Gutnick et al (2011) posit that the media habits of young children, which often involve watching online videos, may be due to the hours young children spend at home and the lack of age-appropriate content available on over-the-air television in some countries. Researchers have debated the merits and value of media viewing by young children, particularly from a developmental standpoint (Desmond & Bagli, 2008;Ellis & Blashki, 2004;Marsh & Bishop, 2012;Schlembach, 2012).…”

Section: Studies Of Young Children and Technology In Educationmentioning

confidence: 99%

Watching young children “play” with information technology: Everyday life information seeking in the home

Given

Winkler

Willson

et al. 2016

Library & Information Science Research

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Highlights Young children engage with technology in artistic play, socio-dramatic play and literacy/numeracy.  Everyday life information seeking (ELIS) way of life and mastery of life are modeled in children's activities.  Video data provide a glimpse into technology use by young children in their homes. AbstractResearch on how young children use information to orient themselves in daily life and to solve problems (known as everyday life information seeking or ELIS) has not been conducted, indepth, in information science. This exploratory observation study examines how 15 Australian preschool children (aged three to five) used information technologies in their homes to orient themselves in daily life and to solve problems. Children engaged in various ways with the digital technologies available to them and with parents and siblings during play activities. The results explore the value of artistic play, sociodramatic play, and early literacy and numeracy activities in shaping young children's 'way of life' and 'mastery of life' as outlined in Savolainen's (1995) ELIS model. Observed technology engagement provided an opportunity to explore children's social worlds and the ways that they gathered information during technology play that will inform future learning activities and support child development. By using ELIS theory as an analytic lens, the results demonstrate how children's developmental play with technology tools helps them to internalize social and cultural norms. The data also point to the type of capital available to children and how that capital contributes to children's emerging information practices.

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Section: Studies Of Young Children and Technology In Educationmentioning

confidence: 99%

Watching young children “play” with information technology: Everyday life information seeking in the home

Given

Winkler

Willson

et al. 2016

Library & Information Science Research

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“…(The Economic and Social Research Council funded these three projects, from which I draw the data: Gregory (1999Gregory ( -2000; Jessel (2003-2004);andLytra (2009-2013). They are illustrative of similar studies described by other authors (for example, Volk with Acosta 2004;Drury 2007;Pahl and Rowsell 2010;Marsh and Bishop 2012), where researchers conducted longitudinal work with families in their homes. The excerpts below show children whose parents or grandparents were born outside Britain and who are familiar with other languages at home.…”

Section: A Third Perspective: the Personal Value Of Readingmentioning

confidence: 99%

Learning to read: A third perspective

Gregory

2016

Prospects

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How children learn to read is a controversial matter. Since the teaching of literacy has always been a major purpose of schooling, pedagogy and teaching methods have generally framed research and practice. Psychologists and linguists have played a major role in determining what we mean by ''literacy learning''. Although they disagree on whether children should start with phonics and work toward meaning or vice versa, both limit the task to the cognitive and linguistic capabilities of the individual. In this article, I argue for an extension of this paradigm, whereby sociocultural theories are given equal value with both psychological and linguistic perspectives. Using examples from ethnographic studies in London, I show how children learn complex texts by becoming members of communities they wish to join. Through playing, rehearsing, modelling, and practice, they learn the value of literacy alongside the cognitive and linguistic skills needed for learning to take place.Keywords Sociocultural theories Á Play Á Mediators Á Rehearsal Á Prolepsis Á Learning to read ''Learning to read'' means different things to different people at different times and in different places. To many poorer children and their families in nineteenth-century Britain, it meant learning by heart the Bible or other religious texts at Sunday school. The method of memorizing holy texts continues to this day, since such texts are often couched in an unfamiliar language or use difficult and formal vocabulary. For a Muslim child, learning to I would like to dedicate this article to the memory of Brian Street, who had a powerful influence on all my work throughout many years. This was the last paper Brian invited me to write and his ideas emerge strongly throughout the piece.

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“…Their emplacement the result of intra-activity that is discursive (recent national policy changes allowed the re-opening of the rugby club), embodied (the result of the physical movement of the returned players and coaches), relational (arising from collective entanglement of game, rules, encounters, interpretations) and heterogeneous (involving the human and the more-than-human). When the family encounters them, the players are gone but these tyres, as traces, are a visible palimpsest of play (Marsh and Bishop, forthcoming) that brings the past into entanglement with the present. The scale, weight and materiality of the tyre is agentic, productive of various forms of knowing-feeling-moving in its multiplicity of entanglements.…”

Section: Entangled Encounters With the Datamentioning

confidence: 99%

‘I danced on the road to the Macarena song which felt a bit naughty’: Affective entanglements and the wayfaring pandemic child

Olusoga

2024

Global Studies of Childhood

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This paper applies a posthumanist lens, informed by the work of Hollett and Ehret and of Ingold, to consider children’s playful affective entanglements with the human and the more-than-human during fluctuating periods of social distancing in the COVID-19 pandemic. Through this refracting theoretical lens, I (re)examine a selection of play and leisure experiences of an emergent subject – the pandemic child – during the national U.K. lockdowns of 2020 and 2021. Via a national online, qualitative survey, children and families were invited to share examples of their play and leisure experiences during the pandemic to the Play Observatory, a U.K. research project that ran from 2020 to 2022. These survey contributions provide portals through which to (re)consider children’s connection, participation and emergent becomings, attuning analytical attention towards children’s affective place-event entanglements during pandemic times. A posthumanist (re)telling of children’s Play Observatory contributions demonstrates how children were imbricated in constantly emergent affects, meanings, becomings and potentialities, that waxed and waned, intensified and dissipated, transcending the physical locus of lockdown. This paper contributes to the field by unsettling discourses of rupture, loss and deficit that have tended to dominate public and policy discussions of children’s experience of lockdowns. It contributes to ongoing, collective attempts to interrupt policy responses to the pandemic that centre individualising practices of curriculum ‘catch-up’ and fail to invite into the debate consideration of the potential richness of experiences and events encountered by the pandemic child outside of the strictures of normal schooling and curriculum.

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Rewind and replay? Television and play in the 1950s/1960s and 2010s

Cited by 9 publications

References 7 publications

Watching young children “play” with information technology: Everyday life information seeking in the home

Watching young children “play” with information technology: Everyday life information seeking in the home

Learning to read: A third perspective

‘I danced on the road to the Macarena song which felt a bit naughty’: Affective entanglements and the wayfaring pandemic child

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