Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731426
Title: Understanding young children's perceptions of their experiences with new technology in the nursery setting : an exploratory ethnographic study
Author: Almehrz, Hani
ISNI:       0000 0004 6496 6867
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2017
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Abstract:
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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.731426  DOI: Not available
Keywords: HQ The family. Marriage. Woman ; LB Theory and practice of education
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