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53 Cards in this Set
- Front
- Back
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What is play?
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differs cross-culturally & over time
universal - all children play 'play is the child's work' - Issaacs 1929 |
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How do different discourses of childhood see play?
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Romantic discourse - play is healthy/normal
Puritan discourse - play is from basal instincts & needs to be channelled towards learning |
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What is the role of play? and 3 theorists views
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make sense of the world
sense of self/identity learn & practice skills FREUD - reveals 'inner world', enacts troubling situations KLEIN - expresses emotions, therapeutic ANNA FREUD - therapeutic, can be observed to diagnose issues |
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Are there any negatives of play?
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power relationships
hierarchies inclusion/exclusion bullying stereotypes sexism racism eg: playground songs northern England degrading Asians |
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Who are Opie & Opie?
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folklorists
researched play 1960 - 80s including systematic observation in junior school recorded games over time tried to be inconspicuous but difficult can be seen as subjective |
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Outline William Corsaro's research.
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research includes preschool in USA & Italy
ethnographic observation (from 'inside') 'reactive method' follow children's lead found pretend play spontaneous & changes quickly criticism - may have inadvertently steered direction of play |
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What are main methods used to research play?
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historical sources
retrospective interviews with adults surveys experiments systematic observation ethnographic observation |
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What are street & playground games?
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transmission of songs from one generation to next
powerful agents for socialization encode messages transmit social order |
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Video 3, Band 2 - Street & Playground Games
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Chittagong & Oakland girls playing clapping games
Capetown boys playing too |
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How does play aid children's learning? 3 theorists
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GOOS - teaches complex skills
VYGOTSKY - extends skills, explore talking, thinking,feeling, behaving PIAGET - practice new skills |
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What are Piaget's play stages?
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sensori-motor - solitary, repetition of new skills
pre-operational - use objects symbolically, make-believe concrete-operational - play with others, role-play with rules |
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Why do children role-play? 3 theorists
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vital for development but why is down to interpretation:
BASCOM - make sense of current situation, research in Nigeria children imitated his interview process. GREGOR - to prepare for the future, research Brazil 'women's sons' MEAD - to develop sense of identity. |
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Video 3, Band 4 - pretend play
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2 girls pretending to be in a boat and drowning. Neither current situation or likely future role so why?
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What are the challenges for researchers of play?
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children as subjects not objects
power relations preconceptions interpretations stifling children's voices 'child-friendly' methods may still be an adult imposition different definitions of play can lead to altered results |
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What about toys?
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not vital for play
commercial in UK since late 19C mass production & marketing permeated children's culture |
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Why do children have friendships?
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opportunity for intimacy
development of identity in relation to others socialization reflect values, social practices & children's interests |
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Examples of friendships being culturally specific.
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EG: street children in Capetown - Shane, Wilfred & Steven intense friendships, eat together, protect each other.
EG: !Kung children in South Africa, nomadic people, transitory friendships. EG: Western - individualised, based on belief system of autonomy. Collectivist cultures more emphasis on group. Western countries same gender friendships prominent |
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Have developmental psychologists identified stages in development of friendships?
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Yes, mostly inspired by Piaget, linear stages in line with cognitive development -
SELMAN: 1) momentary physical playmate 3-5yrs 2)one-way assistance 6-8yrs 3)fairweather cooperation 9-12yrs 4)mutual concern 11-15yrs Criticised for research based on hypothetical q's & not real experiences. |
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What are William Corsaro's views on children's friendships?
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friendships contribute to social reproduction & change
he found evidence of mutual concern in much younger children due to ethnographic research methods. 'interpretative reproduction' - children are affected by & affect their society/culture. Children actively involved in socialization. |
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Video 3, Band 4. What are the similarities shown between friendships in Oakland, Chittagong & Capetown?
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commitment
mutual understanding eating together shared activities similar social class/lifestyle working through arguments mostly same gender |
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How do children use language?
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most of world's children speak 2+ languages
'mirroring' & 'duetting' to show closeness to another: EG: Chittagong twins Yasir & Yamin finish eachother's sentences, say words at same time, mirror/repeat phrases. |
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What is code - switching?
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use different language/dialect in different contexts (incl monolingual children)
EG: Sarah, Capetown, Xhosa & Sotho at home, Africaans in school. Uses Xhosa in school to exclude teachers. |
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How is language part of socialization?
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socialised into specific ways of using language to express social categories ie: gender.
EG: research - nursery teachers dressed girls up as nurses & told to help boy doctors, one girl changed her role so she could give orders, her language changed. Flexible language to place self in more powerful position. |
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What are 'evaluative functions'?
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Devices in stories to get a point across.
Stories/anecdotes used to present self in a certain way. |
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Examples of story telling in different cultural contexts.
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Roadville USA -
white working class, 'true stories', parables, Bible stories, give children moral message, fictional seen as lies. Trackton, USA: stories creatively fictionalised, 'talk junk', no moral message. |
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How does new media affect language?
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children actively create new social practices with new media:
text message language internet - create new social networks, present chosen identity of self |
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How does children's Literature relate to childhood?
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reflects changing discourses of childhood
reflects beliefs about children views on purpose of children's literature linked to ideas/discourses of childhood |
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Literature - Romantic discourse
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19C literature, children's innocent adventures - Swiss Family Robinson.
20C - Enid Blyton stories & Winnie the Pooh |
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Literature - Puritan discourse
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18C 'Book of Nurture' childcare guide - suggested to only let children read Godly & Bible stories
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Literature - Tabula Rasa
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18C 'Little Pretty Pocket Book' - educating children should be gentle/pleasant not punitive
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What media do children consume?
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includes:
TV books/mags/comics music film internet computer games major leisure pursuit for children in industrialised countries |
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What did Postman argue about media and childhood?
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media making childhood disappear
TV takes away ability to think electronic media destroying childhood electronic media makes children behave like adults undermines adult authority children need protecting from media criticism - where is evidence? does not advocate children's rights |
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What did Tapscott argue about media and childhood?
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empowering & positive for children
TV is passive and isolates internet active & builds community internet powerful tool for children children are wise, thirsty for knowledge & media feeds this criticism - can be seen as anecdotal |
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What is 'trans-media intertextuality'?
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using multiple media platforms to tell the same story or story experience:
EG: disney film, computer game, music, toys, bedlinen, happy meals, etc. |
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How does the contemporary media view children?
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'sovereign consumer not 'vulnerable child'
new market, own income & influence parents spending technology market mostly aimed at children & families |
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Video 3, Band 7 - Children's TV
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1950s Watch with Mother programmes, slow-paced, child's world, omnipotent narrator's voice.
1970s-90s playschool, studio, 'real' world through window. safe protected environment. presetners. USA Sesame Street - urban setting, face-paced. children active in show, seen as competent. |
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What does the term 'consumption practices' mean?
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activities involved in using resources:
buying & using material products cultural products communication |
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Audio 6, Band 9 - how do the children from Chittagong, Capetown & Oakland consume music?
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place music highly in lives
link music to emotions & identity use music as way of conveying cultural identity actively consume music create meanings - identify with lyrics Caroline Coon - former rock journalist argued punk music was "the core of what young people were feeling" |
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Audio 6, Band 8 - market research
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Circular process - children tell market what they want, market creates powerful images & tell children what they want.
Debate - are children being manipulated or active? |
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What are the strengths of seeing young people as a distinct cultural group?
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can study them
gives young people a voice empowers young people to have own identity |
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What are the limitations of seeing young people as a distinct cultural group?
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focus is often on deviant behaviour
not constant - may move in/out of subcultures labelled researchers construct groups in process of portraying them |
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How can youth sub-cultures be recognised?
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non-conformity to dominant culture
conformity to sub-cultural group collectively differentiate from dominant culture through appearance,dress, behaviour need to be analysed in context of society took shape in |
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When do youth sub-cultures often arise?
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at times of social change
when young people with similar problems get together to look for solutions |
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In what social context did skinheads first emerge?
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1960s Britain
old housing demolished, communities dispersed post war immigration new sexual agenda: the pill, feminism, women's rights response to decline in working class communities response to breakdown of traditional forms of masculinity |
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What is skinhead's shared appearance and behaviour?
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majority young males
cropped/shaved hair turnup jeans trilby hats braces DM boots felt alienated solidarity in collective cause angry with law, police, ethnoc minorities, gays, hippies, schools, middle-classes 'paki-bashing', 'gay-bashing' music - ska, ragga, reggae but against black culture 'bleach' black cultural roots |
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What is punks shared appearance and music?
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emerged late 70s Britain
'shocking' style mohicans, dyed hair, torn clothes, chains idea of bondage/enslavement swastika used as a symbol to make people hate them music - shouting lyrics, loud, frantic, fast |
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What did the media think of punks?
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'youth out of control'
got into mainstream: eg: on postcards of London, as 'happening' place |
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In what context did Rastafarians first emerge?
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1930s Jamaica, then Britain
way of making sense of being poor & black |
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What is rastafians shared appearance, beliefs & music?
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young males
religion - Africa spiritual home reggae music Jamaican culture mixed with Bible to create new meanings dreadlocks red/green/gold faith/religion social protest against bad housing, police harassment & unemployment |
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In what context did ducktails first emerge?
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South Africa
late 1940s Apartheid |
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What is ducktails shared appearance, attitudes & behaviour?
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'ducktail' quiff hair, brlycreem
share racism in wider society no respect for work seen as anti-social rebels smoke weed affray alcohol challenging main culture |
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What did Pollard's 1984 research find out about sub-cultures in a middle school?
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children placed themselves in sub-culture according to their approach to school work, sport & play
Pollard argued this plays important role for their future lives |
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What about girls and subcultures?
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often overlooked/misrepresented in research
girls more involved in domestic, private life frequently defined in terms of sexuality interact among themselves to form groups girlpower discourse - get what want girls at risk discourse - moral/social concerns |
