Foreword

1. Cut it out! Materiality and Action in Children’s Play and Toymaking


Karen Wohlwend & Jaye Johnson Thiel Indiana University, USA


2. Chestcam tales: Exploring embodied ethnography with young children


Jackie Marsh, University of Sheffield, UK


3. The development of childhood cultures


Anne Haas Dyson, Illinois University, USA

Section Two: Studying specific groups of children


4. Meeting the needs of students in a multilingual classroom: Linking Research to Practice


Rahat Zaidi, University of Calgary, Canada


5. Research with children with SEN


Melissa Allen, Lancaster University, UK


6. Children from diverse backgrounds


Jim Anderson, British Columbia

Section Three: Studying children’s practices at home and in lab settings


7. Learning at home


Laidlaw, O’Mara & Wong, Deakin University, Australia


8. Community-based research


Pam Whitty, University of New Brunswick, Canada


9. Using magnetic resonance imaging in infants and young children and its implication for bridging the fields of Neuroscience and Education


Nadine Gaab, Harvard University, USA

Section Four: Children’s global practices and movement through space


10. "Talk into my GoPro, I’m making a movie!" Using digital ethnographic methods to explore children’s experiences in the woods


Debra Harwood & Diane Collier, Brock University, Canada


11. Deep hanging out: artifactual literacies and ethnographic methods


Margaret Somerville & Sarah Powell, Western Sydney University, Australia


12. Getting away from the screen: the play affordances of Internet connected toys


Donell Holloway, Edith Cowan University, Australia



Section Five: Studying children’s learning with others


13. This is the stuff that literacies are made of: Researching children’s learning with grandparents and other elders through ethnographic methods


Rachel Heydon, & Xiaoxiao Du, University of Western Ontario, Canada




14. Children and parents interacting together with an app support


Kathy Sylva & Fiona Roberts, University of Oxford, UK


15. Children learning in their families


Tisha Lewis, University of Georgia, USA

Section Six: Children’s learning through body, embodiment and haptics


16. Embodiment


Kerryn Dixon, Wits University, South Africa


17. Technologies, affordances, children and (embodied) reading: a call for intedisciplinarity


Anne Mangen, Trude Hoel, Thomas Moser, University of Oslo, Norway


18. Valuing Signs of Learning: A Multimodal Perspective on Observation and Digital Documentation in Early Years Classrooms


Kate Cowan, University College London, UK

Section Seven: Studying reading and interacting on screen


19. Eye-tracking and e-books


Zsofia Takacs, Eotvos Lorand University, Hungray


20. Lab-based studies of children’s reading on screen


Brenna Hassinger and Rebecca Dore, University of Delaware, USA


21. Visual methods for studying children’s interactions on screen


Abi Hackett & Lucy Caton, Manchester Metorpolitan University, UK

Section Eight: Children’s multiliteracies


22. Who's helping who?: Young children seeking help when learning to write


Annette Woods, Queensland University of Technology, Australia


23. Children’s literature and critical literacy


Peggy Albers, Georgia State University, USA, together with Vivian Vasquez and Jerry Harste




24. Methodologies without methodology: (Re)imagining research practices when thinking with poststructural and posthumanist theories


Candace Kuby, Missouri University, USA

Section Nine: Children’s drawing, mark-making and arts


25. Studying science apps in low-income pre-schools


Lena Lee, Miami University, USA


26. Storying as a methodology in early years classrooms


Cathy Burnett and Guy Merchant, Sheffield Hallam University, UK


27. Student generated visual narratives: lived experiences of learning


Narelle Lemon, La Trobe University, Australia


28. Arts-based methods