عنوان

Understanding young children's perceptions of their experiences with new technology in the nursery setting :

شماره

TLets731426

عنوان اصلي

Understanding young children's perceptions of their experiences with new technology in the nursery setting :

نام عام مواد

[Thesis]

نام نخستين پديدآور

Almehrz, Hani

عنوان اصلي به قلم نويسنده ديگر

an exploratory ethnographic study

نام ناشر، پخش کننده و غيره

University of Warwick

تاریخ نشرو بخش و غیره

2017

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

University of Warwick

امتياز متن

2017

متن يادداشت

New technology is increasingly part of children's lives. While a growing body of literature has explored various aspects of nursery-aged children's exposure to ICT, children are seldom asked about their experiences. With this in mind, this study sought to explore children's perceptions of their experiences of ICT. This exploration was underpinned by current trends in the new sociology of childhood studies and the principles of United Nations Conventions on the Rights of the Child, both of which aim at giving a greater status to children's voice. The thesis reports on a series of ethnographic case studies of three privately run nurseries in the West Midlands, England. It involved fieldwork observations, field notes, and discussions with 65 children aged three and four years old. In carrying out conversations with children, the study made use of some participatory techniques (e.g., photography and drawing). Adopting a friendly adult role, I participated with the children in their daily activities collecting information about their ideas and thoughts with regards to their experiences with new technology. Related ethical issues were discussed, and negotiated in the field. Using their own words, the study captured children's own perspectives on their encounters with whatever technologies were available in the nurseries. The findings showed that the children tended to perceive their ICT-based activities as play under certain circumstances. Significantly, they were more likely to view these activities as play when they owned their play, felt it was fair, had fun, and felt it accorded with their gendered identities. Conversely, when the children did not have influence on the activity, they often perceived it as boring and unfair. In addition, there was a tension between a preference to conduct their play with a friend(s) and a desire for personal ownership of the experiences. Recommendations for pedagogical practice, policy and future research are suggested.

موضوع مستند نشده

HQ The family. Marriage. Woman

موضوع مستند نشده

LB Theory and practice of education

مستند نام اشخاص تاييد نشده

Almehrz, Hani

مستند نام تنالگان تاييد نشده

University of Warwick

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y