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Pacini-Ketchabaw, Veronica; Clark, Vanessa – Journal of Early Childhood Research, 2016
Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that…
Descriptors: Early Childhood Education, Water, Figurative Language, Classroom Environment
Bengochea, Alain; Sembiante, Sabrina F.; Gort, Mileidis – Journal of Early Childhood Research, 2020
This case study explores how an emergent bilingual preschooler used transmodal practices to engage with objects and compose narratives in sociodramatic play. Video recordings and field notes were collected in a dual language preschool classroom in the United States to examine the actional, verbal, and visual modes used by the focal child during…
Descriptors: Case Studies, Bilingualism, Play, Drama
Marsh, Jackie; Lahmar, Jamal; Plowman, Lydia; Yamada-Rice, Dylan; Bishop, Julia; Scott, Fiona – Journal of Early Childhood Research, 2021
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey…
Descriptors: Preschool Children, Handheld Devices, Teaching Methods, Computer Software
Albon, Deborah – Journal of Early Childhood Research, 2015
This article examines the socio-cultural significance of birthday cakes with the purpose of reflecting upon birthday cake practices enacted in four early childhood settings in England. I argue that birthday cakes occupy an ambiguous place in early childhood practice: seen to be both "risky"--a term I problematise--"and"…
Descriptors: Food, Early Childhood Education, Young Children, Holidays
"Professional Feeling": One Early Childhood Educator's Emotional Discomfort as a Teacher and Learner
Madrid, Samara; Baldwin, Nikki; Frye, Eleanor – Journal of Early Childhood Research, 2013
Using feminist and poststructuralist accounts of teacher emotion, the analysis presented in this article examines one teacher's emotion as she participated in a 6-month ethnographic study of emotion in her preschool classroom while enrolled in an online graduate course focused on the sociology of childhood and socially just curriculum.…
Descriptors: Preschool Teachers, Teacher Attitudes, Faculty Development, Ethnography
Piker, Ruth A. – Journal of Early Childhood Research, 2013
With dual language learners falling behind their same-age peers at the beginning of kindergarten, understanding how school experiences can enhance language learning is critical. This study demonstrates how play among preschool-aged children can foster English language learning. Using an ethnographic approach, one classroom composed of two teachers…
Descriptors: Disadvantaged Youth, Preschool Education, Ethnography, Bilingual Students
Skanfors, Lovisa; Lofdahl, Annica; Hagglund, Solveig – Journal of Early Childhood Research, 2009
The article discusses how children make use of their preschool context in order to withdraw. Ethnographic observations were made of two-to five-year-old children's interactions during free play and teacher-led activities in the preschool, and documentation was carried out through field notes and video recordings. The empirical material was…
Descriptors: Play, Preschool Children, Withdrawal (Psychology), Foreign Countries
Mediated Discourse Analysis: Researching Young Children's Non-Verbal Interactions as Social Practice
Wohlwend, Karen E. – Journal of Early Childhood Research, 2009
Young children often use actions rather than talk as they interact with objects and each other to strategically shape the social, material, and cultural environment. New dynamic research designs and methods are needed to capture the collaborative learning and social positioning achieved through children's non-verbal interactions. Mediated…
Descriptors: Ethnography, Young Children, Cultural Context, Nonverbal Communication
Orlandi, Kathleen J. – Journal of Early Childhood Research, 2014
This article examines the use of naturalistic observations to explore children's experiences in the early years at school, from their perspectives. It looks at the difficulties encountered in determining the significance of observed behaviours in relation to (a) experiences and (b) impact of those experiences. Often the children were not satisfied…
Descriptors: Foreign Countries, Young Children, Learning Experience, Student Experience