learning from the children

This article is an account of our attempts to understand preschool children's experiences with information and communication technologies (ICT) at home. Using case study data, we focus on what we can learn from talking directly to the children that might otherwise have been overlooked and on describing and evaluating the methods we adopted to ensure that we maximized the children's contributions to the research. By paying attention to the children's perspectives we have learned that they are discriminating users of ICT who evaluate their own performances, know what gives them pleasure and who differentiate between operational competence and the substantive activities made possible by ICT.

[2]  Sue Palmer.  Toxic Childhood: How The Modern World Is Damaging Our Children And What We Can Do About It , 2006 .

[3]  Dorothy Faulkner,et al.  Subjects, Objects or Participants? Dilemmas of Psychological Research with Children , 2008 .

[4]  R. Flewitt.  Conducting research with young children: some ethical considerations , 2005 .

[5]  S. Tomanović.  Family Habitus as the Cultural Context for Childhood , 2004 .

[6]  Christine Stephen,et al.  Enhancing learning with information and communication technologies in pre‐school , 2008 .

[7]  Susan J. Grieshaber,et al.  Sociology of Childhood , 2020, The SAGE Encyclopedia of Children and Childhood Studies.

[8]  Colwyn Trevarthen.  The Child's Need to Learn a Culture1 , 2007 .

[9]  Christine Stephen.  What makes all‐day provision satisfactory for three and four year olds? , 2003 .

[10]  J. Formosinho,et al.  Listening to children as a way to reconstruct knowledge about children: Some methodological implications , 2006 .

[11]  Laurie Makin,et al.  Young children as active participants in the investigation of teaching and learning , 2006 .

[12]  B. Rogoff,et al.  Firsthand learning through intent participation. , 2003, Annual review of psychology.

[13]  Luis C. Moll,et al.  Vygotsky and education: Creating zones of possibilities: Combining social contexts for instruction , 1990 .

[14]  Mandy Maddock,et al.  Children's personal learning agendas at home , 2006 .

[15]  Anne B. Smith,et al.  Children’s perspectives on their learning: exploring methods , 2005 .

[16]  Bob Perry,et al.  trusting children's accounts in research , 2007 .

[17]  A. James,et al.  Research with Children: Perspectives and Practices , 2000 .

[18]  Christine Stephen,et al.  young children ' s learning with technology at home and in preschool , 2012 .

[19]  H. Rudolph Schaffer,et al.  Introducing Child Psychology , 2003 .

[20]  L. Brooker.  Starting School: Young Children Learning Cultures , 2002 .

[21]  Christine Stephen,et al.  Already at a disadvantage? ICT in the home and children's preparation for primary school. (ICT Research Bursaries 2004 - Final Report) , 2005 .

[22]  M. Hill.  Ethical considerations in researching children's experiences , 2005 .

[23]  Christine Stephen,et al.  Guided interaction in pre-school settings , 2007, J. Comput. Assist. Learn..

[24]  Ruth Sinclair,et al.  Researching Children's Experiences: Approaches and Methods , 2006 .

[25]  Pia Christensen,et al.  Children's Participation in Ethnographic Research: Issues of Power and Representation. , 2004 .

[26]  A. James,et al.  Childhood Diversity and Commonality: Some Methodological Insights , 2008 .