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Seeing young children as competent and capable social actors, The
Theory and Practice of Voice in Early Childhood looks at how we can
better understand young children's perspectives. Drawing on the
'Look Who's Talking' project, it focuses on the eight talking point
posters: voice, democracy, culture, listen with purpose, space and
place, skills and tools, enable and build capacity to help readers
critically reflect on what voice means to them and for the children
with whom they work. Combining the work of scholars and academics
with front line workers and practitioners, each section groups two
of the posters and provides an overview of the key theory followed
by international case studies to illustrate how this thinking might
be translated into practice. The book looks at all aspects of
children's voice and how to ensure that all children, including
those traditionally viewed as too young, with special needs or too
disengaged, have a voice. Including reflections and suggesting
points for exploration and dialogue between practitioners, families
and children, this will be valuable reading for those who wish to
make the ideological principles of children's voice a practical
reality.
Seeing young children as competent and capable social actors, The
Theory and Practice of Voice in Early Childhood looks at how we can
better understand young children's perspectives. Drawing on the
'Look Who's Talking' project, it focuses on the eight talking point
posters: voice, democracy, culture, listen with purpose, space and
place, skills and tools, enable and build capacity to help readers
critically reflect on what voice means to them and for the children
with whom they work. Combining the work of scholars and academics
with front line workers and practitioners, each section groups two
of the posters and provides an overview of the key theory followed
by international case studies to illustrate how this thinking might
be translated into practice. The book looks at all aspects of
children's voice and how to ensure that all children, including
those traditionally viewed as too young, with special needs or too
disengaged, have a voice. Including reflections and suggesting
points for exploration and dialogue between practitioners, families
and children, this will be valuable reading for those who wish to
make the ideological principles of children's voice a practical
reality.
Doing research with young children can be challenging for many
reasons, but this book provides clear guidance on how to engage in
appropriate methods. Focusing on researching through play, careful
consideration is given to: * the founding principles of playful
research * understanding young children's perspectives *
prioritising the rights of the child and the voice of the child *
examples of innovative research methods Real life examples and
research projects are presented, to enable common challenges to be
anticipated and to showcase successful creative approaches, and to
inspire new paths in research.
Doing research with young children can be challenging for many
reasons, but this book provides clear guidance on how to engage in
appropriate methods. Focusing on researching through play, careful
consideration is given to: * the founding principles of playful
research * understanding young children's perspectives *
prioritising the rights of the child and the voice of the child *
examples of innovative research methods Real life examples and
research projects are presented, to enable common challenges to be
anticipated and to showcase successful creative approaches, and to
inspire new paths in research.
iPads, mobile phones, tablets and many other digital devices
feature in the lives of children from the moment they are born, but
what is the place of these technologies in children's early years
and learning experiences? In the age of the 'Techno-Tot' this
edited collection focuses on exploring the potential of what
children can do with technologies, rather than what technologies
can do for children. With chapters written by a range of
international authors, this book: offers an evidence-based
discussion of children's experiences with technologies in early
years education broadens our understanding of technologies in early
years, beyond the typical focus on screen-based media details the
child's 'story' with technology offers a range of case studies from
the UK, USA, Australia and Europe. Lorna Arnott will be discussing
key ideas from Digital Technologies and Learning in the Early Years
in the SAGE Early Years Masterclass, a free professional
development experience hosted by Kathy Brodie.
iPads, mobile phones, tablets and many other digital devices
feature in the lives of children from the moment they are born, but
what is the place of these technologies in children's early years
and learning experiences? In the age of the 'Techno-Tot' this
edited collection focuses on exploring the potential of what
children can do with technologies, rather than what technologies
can do for children. With chapters written by a range of
international authors, this book: offers an evidence-based
discussion of children's experiences with technologies in early
years education broadens our understanding of technologies in early
years, beyond the typical focus on screen-based media details the
child's 'story' with technology offers a range of case studies from
the UK, USA, Australia and Europe. Lorna Arnott will be discussing
key ideas from Digital Technologies and Learning in the Early Years
in the SAGE Early Years Masterclass, a free professional
development experience hosted by Kathy Brodie.
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