Theorising young children's interests: making connections and in-the-moment happenings

Chesworth, Liz

doi:10.1016/j.lcsi.2018.11.010

Cited by 27 publications

(29 citation statements)

References 40 publications

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“…From this perspective, child-centered pedagogical approaches must begin by recognizing the knowledge and practices that children bring with them to ECE settings, and their agency and motivation to become more skillful and more knowledgeable. Research indicates that children's funds of knowledge relate to their interests, which can be expressed through children's choices and participation in a range of activities (Chesworth, 2016(Chesworth, , 2018. However, as Hedges and Cooper (2016) have argued, interests should not be seen just as activity choices but as fundamental inquiries that have meaning and content for individuals, that foster meaningful relationships with others and are shared within the community.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…However, as Hedges and Cooper (2016) have argued, interests should not be seen just as activity choices but as fundamental inquiries that have meaning and content for individuals, that foster meaningful relationships with others and are shared within the community. Children's interests and funds of knowledge incorporate cognitive, affective, imaginative, and relational qualities, and these are expressed in their play choices and activities (Chesworth, 2018). Through tinkering, hacking, and playing in makerspaces, they develop maker knowledge.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…These modalities enable children to communicate and illustrate their meanings, perspectives, and ways of understanding their social, material, and cultural worlds in ways that produce their own development. They also convey their interests, funds of knowledge, and identities through different modes of participation (Chesworth, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Makerspaces in early childhood education: Principles of pedagogy and practice

Marsh

Wood

Chesworth

et al. 2019

Mind, Culture, and Activity

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The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years ("Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity" or MakEY), we identify three key principles that are integral to this provision: maker agency, maker funds of knowledge, and postdigital maker play. The paper identifies that makerspaces lead to the development of skills and knowledge that will become increasingly important in societies that are becoming highly technologized.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Makerspaces in early childhood education: Principles of pedagogy and practice

Marsh

Wood

Chesworth

et al. 2019

Mind, Culture, and Activity

Self Cite

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“…We have written earlier on the place of narrative and fictional devices to illuminate issues of childhood and learning from a historical perspective (Nutbrown and Clough, 2013;Selbie and Clough, 2005). Others too have used the arts as a means of data collection, and though they tend not to claim these devices as arts-based research per se (see, for example, Chesworth, 2016Chesworth, , 2018Deguara, 2018), they nonetheless offer more inclusive ways of 'voicing' young children's experiences with a cautious approach to adult-imposed analysis that risks disregarding or distorting those very voices.…”

Section: What Is Arts-based Research In Early Childhood Enquiry?mentioning

confidence: 99%

Exploring the place of arts-based approaches in early childhood education research

Clough

Nutbrown

2019

Journal of Early Childhood Research

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Defined broadly as the use of art forms -music, drama, music, painting, storying and so on -to create privileged insight into educational policies and practices, Arts-Based Educational Research [ABER] techniques have started to have some, albeit limited, purchase on the mainstream of educational enquiry; there is less evidence, however, of their use in early childhood research. This article critically outlines some chief characteristics of an ABER approach, its claim to legitimacy in the currency of qualitative research practice and the issues which presently both drive and challenge it. An example from our own work is given, and the essay concludes with a prospectus of critical issues, questions and exhortations. Research and the art of 'the possible'Our purpose in framing this Special Issue is to draw attention to some of the uses of arts-based methods that are being made in the context of young children's lives. While arts-based educational research (ABER) enjoys growing popularity -particularly in the United States -it is less strong in relation to arts-based early childhood research. Our recent trawl across a wide range of publications in 2017-2018 revealed only a smattering of studies which attached both descriptors ABER and Early Childhood Education and Care (ECEC). 1 It was for this reason -in an attempt to flush out the interest we believed was there! -that we proposed a Special Issue of Journal of Early Childhood Research (JECR). The response generated, in addition to the papers featured here, takes accounts of some otherwise wonderful and innovative children's art, dance, drama, music and storying projects in settings, of using and promoting the arts with young children, many of which will see publication in the JECR in due course, but few used the arts as a methodological approach essential to their research methodologies. And while some used the arts -poetry, drawings, model making -as a means of generating data then used by researchers to promote (for example) children's talk, few attached the descriptor Arts-Based Research. What this tells us about the use of ABER methods in the early childhood sector -or indeed about the readership and potential authorship of the journal -warrants further

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“…This shift towards understanding interest sustainment as being embedded in an individuals' participation in practices and routines across different contexts (see Akkerman & Bakker, 2019;Chesworth, 2018) implies one should also make a shift in how interest sustainment is studied. Sustainment has been typically studied through focusing on the reasons an adolescent provides for the sustainment of specific interests.…”

Section: Mechanisms Of Interest Sustainmentmentioning

confidence: 99%

Characterizing adolescents' interest in and out of school

Slot¹

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Chapter 1 DEVELOPMENT OF THE SMARTPHONE APPLICATION 'INTIN 2.0' For the ESM study, we relied on a previously developed mobile applicati on, called 'inTin', that was developed and applied in 2012-2014 by Sanne Akkerman and Arthur Bakker in a small-scale, longitudinal study on interest (reported on in Akkerman & Bakker 2019). In order to develop a version of the applicati on that was ready to use on a large (research) scale, for example to make it downloadable from both the Appand Playstore, Akkerman, Bakker and the author of this thesis worked together with a team of ICT/applicati on-developers at Utrecht University to design and develop inTin 2.0 (both Front-End and Back-End). The Front-End refers to the smartphone applicati on itself (see Figure 1.2.1-1.2.4 in order to get a grasp of what the instrument looks like). With the Back-End, we mean the server that saves all parti cipant data in a correct and systemati c manner and is needed for large-scale analysis of the data. Figure 1.2. Selecti on of screenshots of the inTin applicati on; starti ng screen, earlier menti oned interests, adding interests, and reporti ng an interest event CONTEXT OF THE RESEARCH The adolescents in our sample were students enrolled in higher general educati on and pre-university educati on. Aft er grade 7-9 (lower secondary educati on) students in the Netherlands have to complete another two (higher general educati on) or three (pre-university educati on) years aft er they have chosen a parti cular educati onal track and before they transfer to research universiti es or universiti es of applied sciences. Educational track c Specialization in following subjects for national exams No admission/conditional admission for following HE programs Culture and Society Applied math, Modern languages, music or arts, history

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Theorising young children's interests: making connections and in-the-moment happenings

Cited by 27 publications

References 40 publications

Makerspaces in early childhood education: Principles of pedagogy and practice

Makerspaces in early childhood education: Principles of pedagogy and practice

Exploring the place of arts-based approaches in early childhood education research

Characterizing adolescents' interest in and out of school

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