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Introduction
Current institution
Publications
Publications (52)
As digital technologies have become increasingly embedded in daily family life, there has been a growing international concern about children's protection, provision and participation rights in a digital environment. Recognising this, the Committee on the Rights of the Child published General Comment No. 25 Children's Rights in Relation to the Digi...
In the third article in this series, Dr Lorna Arnott from The Strathclyde Institute of Education and Dr Zinnia Mevawalla from the University of Strathclyde, discuss the participatory methods used to conduct research with babies for their project.
The second article in this series about the Toddlers, Tech and Talk project reviews the academic literature around young children's use of technology in the home. Dr Sandra El Gemayel, research associate at Manchester Metropolitan University, Rosie Flewitt, professor of early childhood communication at Manchester Metropolitan University and Dr. Lor...
Rosie Flewitt, professor of Early Childhood Communication at Manchester Metropolitan University and Dr. Lorna Arnott, senior lecturer and director of Early Years at The Strathclyde Institute of Education, outline their ongoing research project Toddlers, Tech and Talk which looks at how children under three years old are currently using digital devi...
This paper offers a nuanced perspective of two families’ lockdown literacy journies with their young children during the COVID 19 pandemic. We present informal home learning examples stimulated by play and by school-sanctioned synchronous and asynchronous activities from homes geographically miles apart yet close in terms of shared experience. In r...
Pedagogical leadership views leadership as something separate from formal authority or qualifications, seeing educators’ understanding, interpretation and passion as the key lever for continuous improvement in early childhood education (ECE). This book shows how effective pedagogical leadership can create the right conditions for quality ECE provis...
To foster children and young people’s skills, dispositions and understanding that underpin a voice agenda, practices need to be developed that support this from the earliest age. This article explores issues relating to this complex, challenging and under-researched area from the perspective of practitioners working with children aged from birth to...
![Joint agreement [Colour figure can be viewed at wileyonlinelibrary.com]](publication/340507485/figure/fig2/AS:11431281254353552@1719126746767/Joint-agreement-Colour-figure-can-be-viewed-at-wileyonlinelibrarycom_Q320.jpg)
In an era when children’s rights are paramount, there are still few practical examples to guide us when seeking informed consent from children. This article therefore makes a significant contribution to the field by examining three practical approaches to negotiating informed consent with young children under 6 years old. We draw on researcher fiel...
This paper presents findings from an on-going international study of early childhood educators’ and children’s use of new digital technologies, such as the Internet of Toys (IoToys) and the pedagogic interactions which occur when these artefacts are integrated into classrooms. Based on qualitative methodology, data have been collected in four count...
Lorna Arnott and Pauline Duncan urge us to see play as a ‘multi-faceted, dynamic endeavour, which evolves alongside society, thinking and cultures’. Their fascinating research suggests ways practitioners can support creative play in the setting, within a vibrant pedagogical culture.
This chapter explores children’s use of Internet-connected toys in everyday life. Informed by a socio-ecological model, we consider children’s and practitioners’ agency in their use of IoToys. Our finding suggests that digital childhoods are messy, multifaceted, multi-modal and ultimately complex, and as such the digital lives of young children can...
We present a conceptual analysis, grounded in empirical data, of how young children's creative play is framed by the 'pedagogic culture' within which the child is playing. Drawing on data from a research study with the broad aim of documenting children's creative play in Western play-based early childhood education, we gathered exploratory qualitat...
To foster in children and young people the skills, dispositions and understanding that underpin a voice agenda, practices need to be developed that support this from the earliest age. This paper explores issues relating to this complex, challenging and under-researched area from the perspective of practitioners working with children aged from birth...
This article presents findings from an ongoing international study of children's use of internet-connected toys (IoToys) across Scotland, England, N.Ireland and Greece. We sought to investigate practices with IoToys across homes and early childhood settings. Data from 12 Case Study families and approximately 200 children who interacted with Case St...
Young children are often ignored or marginalised in the drive to address children’s participation and their wider set of rights. This is the case generally in social research, as well as within the field of Arts-Based Education Research. This paper contributes to the growing literature on young children’s involvement in arts-based research, by prov...
If we are to foster children and young people's democratic skills and understanding, we need to develop practices that support this from the earliest age. This paper considers the factors applicable to working democratically with very young children-those under seven-in facilitating their voices. Grounded in the work around children's rights, these...
Early Childhood Education (ECE) typically positions the child at the centre of their own learning, with a high degree of child-initiated and child-led experiences. As such, ECE is often characterised by 'free play' during which children are provided with opportunities to manage and negotiate their socio-emotional interactions. This process of self-...
A merging of 3 papers sharing outcomes from the Look Who’s Talking International Seminar Series (Strathclyde 2017) and including the first tentative sharing of our principles for voice with young children.
This article outlines an ecological framework for describing children’s social experiences during digital play. It presents evidence from a study that explored how 3- to 5-year-old children negotiated their social experiences as they used technologies in preschool. Utilising a systematic and iterative cycle of data collection and analysis, children...
This article explores the use of iPads as part of a child-centred data collection approach to understand young children’s creativity. Evidence is presented from a small study of three- to five-year-old children’s creative play. Analysis of the children’s engagement with iPad video diaries and free-to-use tablet applications was logged across two ea...
This article describes the formation of children's social interactions around technologies in preschools. This paper presents evidence from a study that explores how 3- to 5-year-old children construct their social interactions through the mediation of their peers while using technological resources. Utilising a systematic and iterative data collec...
