children as media users - in a life course perspective #ecrea2016
TRANSCRIPT
CHILDREN AS MEDIA USERS - IN A LIFE COURSE
PERSPECTIVE
STINE LIV JOHANSEN, AARHUS UNIVERSITY
@STINELIV
EVERYDAY DIGITAL MEDIA USE IN A LIFE COURSE PERSPECTIVE
ECREA 2016
OUTLINECHILDREN AS MEDIA USERS - POSITIONS AND NORMS
CHILDREN AS KINS: A LIFE COURSE PERSPECTIVE
DIGITAL TECHNOLOGIES IN CHILDREN’S EVERYDAY LIFE
THEORETICAL STANDPOINTS
EMPIRICAL EXAMPLES
DISCUSSION
CHILDREN AS AGENTSINDIVIDUAL OR COLLECTIVE
DEFINED AF ‘SET ASIDE FROM ADULTS’ (QVORTRUP, 2008)
A PLETHORA OF CHILDHOODS
ETHNIC, SOCIAL, NATIONAL, AGE ETC. DIFFERENCES
INDIVIDUAL PREFERENCES, INTERESTS, TASTE, AND PRACTICES
“…articulate in positive terms a model of what it means to be a child”
MARAH GUBAR (2016)
THE HERMENEUTICS OF RECUPERATION: WHAT A KINSHIP-MODEL APPROACH TO CHILDREN’S AGENCY COULD DO FOR CHILDREN’S LITERATURE AND CHILDHOOD STUDIES.
JEUNESSE: YOUNG PEOPLE, TEXTS, CULTURE, 8.1 (2016)
CHILDRENS’S AGENCY – A KINSHIP MODEL
THEORETICAL STANDPOINTSMEDIATIZED/DIGITAL PLAY AND PLAYFUL PRACTICES (JOHANSEN, 2016)
IN A DAYCARE SETTING
IN BETWEEN CHILDREN, PEDAGOGUES, ARTEFACTS (PHYSICAL AND DIGITAL)
BODY-PHENOMENOLOGICAL APPROACHES (LØKKEN, 2005, (MERLEAU-PONTY))
TODDLER CULTURE/TODDLER STYLE
CHILDREN’S PRIMARY INTENTION IS PLAYFUL MEANING MAKING PRACTICES - UNDERSTANDING ONE SELF AND THE WORLD
THE ROLE OF PLAYFUL MEDIA PRACTICES IN AND IN BETWEEN THE DIFFERENT INSTITUTIONAL SETTINGS OF CONTEMPORARY CHILDHOODPRACTICES
INTERACTIONS
NEGOTIATIONS
MATERIALITIES
HOW CAN DIGITAL TECHNOLOGIES ENHANCE PEDAGOGICAL PRACTICES IN DAYCARE/NURSERIES?
HOW DO CHILDREN, AGED 1-3 (TODDLERS) INTERACT AND ENGAGE WITH (SPECIFIC) DIGITAL TECHNOLOGIES?
HOW CAN DIGITAL TECHNOLOGIES INFLUENCE AND INSPIRE TODDLER CULTURE/TODDLER STYLE?
INTO THE WILD
I - YOU - WE
BEING AND GETTING ‘IN THE MOOD’
FORWARD AND BACK
REPETITION (KIRKEGAARD) & FRAMING (BATESON)
TODDLER STYLECHILDREN AGED 1-3 ARE CHARACTERISED BY THEIR BODILY PRESENCE IN THE WORLD
PRE-VERBAL INTERSUBJECTIVITY
PLAY CULTURE IS PRACTICED
LARGE ARTEFACTS (FURNITURE, PROJECTED PICTURES, SOUNDSCAPES) FORM THE FOCUS OF THEIR SHARED ATTENTION
NEW QUESTIONS?WHAT IS THE AFFORDANCES OF THE DIGITAL TOOLS (IPADS, MOBILE PROJECTORS, APPS E.A.) ALONGSIDE THE PHYSICAL ARTEFACTS (MATTRESSES, FABRICS, WALLS, FURNITURE ETC.)?
HOW ARE THESE AFFORDANCES PERCEIVED BY PEDAGOGUES AND CHILDREN?
WHAT KIND OF PRACTICES ARE ENCOURAGED?
WHAT KIND OF MOODS AND SPACES ARE CREATED/AUGMENTED?
WHAT KIND OF LITERACY PROCESSES TAKE PLACE?
WHAT KIND OF GENERAL ‘BILDUNG' (DANNELSE) TAKES PLACE?
CONCLUSION“…CONNECTED PRACTICES MADE POSSIBLE BY MATERIAL AND SYMBOLIC ARTEFACTS, SOCIAL AND MATERIAL STRUCTURES, WAYS OF PLAYING AND WAYS OF BEING A CHILD IN A SPECIFIC SETTING…”
POINTING TOWARDS UNDERSTANDINGS OF MEDIA AND TECHNOLOGIES IN PLAYFUL PRACTICES, WHICH TRANSGRESSES ASSUMPTIONS, WHILE STILL TAKING COMMON STRUCTURES INTO CONSIDERATION
