Olivia Stevenson

Preschool children's learning with technology at home

We produced case studies of fourteen families based on nine rounds of data collection during the period from June 2008 to October 2009. We focused on fourteen children who were three years old when our visits started and used an ecocultural approach to examine their experiences of learning and playing with technologies at home. The study describes i) which technologies children encounter at home, ii) how family practices influence childrens encounters with technology, and iii) what children are learning through their interactions with technology. We present a framework of four areas of learning that could be supported by technology: acquiring operational skills, extending knowledge and understanding of the world, developing dispositions to learn, and understanding the role of technology in everyday life.

Young children engaging with technologies at home: The influence of family context

This article is about the ways in which young children engage with technological toys and resources at home and, in particular, the ways in which the family context makes a difference to young children’s engagement with these technologies. The data reviewed come from family interviews and parent-recorded video of four case study children as they used specific resources: a screen-based games console designed for family use, a technology-mediated reading scheme, a child’s games console and two technological ‘pets’. We found the same repertoire of direct pedagogical actions across the families when they supported their children’s use of the resources, yet the evidence makes it clear that the child’s experience was different in each home. The article goes on to present evidence that four dimensions of family context made a difference to children’s engagement with technological toys and resources at home. We argue that understanding children’s experiences with technologies at home necessitates finding out about the distinct family contexts in which they engage with the resources.

From Public Policy to Family Practices: Researching the Everyday Realities of Families' Technology Use at Home.

Informed by ‘critical’ approaches to ‘educational technology’, this paper aims to move away from presenting a ‘could’ and ‘should’ explanation of children learning with technology to a more nuanced, context-rich analyses of how information and communication technologies (ICTs) are being used by technologically privileged families at home. Here, a critical approach means locating the findings within a framework, which not only includes reference to the policies and politics of educational technology, but also takes account of uneven, contested, and contradictory uses of ICT in everyday family life. To achieve this, the paper presents accounts of technology use in situ from eight case families. The data reveal that although ICTs were purchased for their perceived educational potential, how parents and children approached and used them in the home for learning was entwined with many other dimensions of social life. The findings suggest that there is a need to move beyond one-dimensional debates, such as access to ICT ensures use, to more nuanced accounts that focus on the ‘messy’ realities of ICTs usage ‘as it happens’ in the home. In sum, more explicit empirically based information on ICT practices in the home need to be made available for policymakers and families.

Missing persons: the processes and challenges of police investigation

Responding to reports of missing persons represents one of the biggest demands on the resources of police organisations. In the UK, for example, it is estimated that over 300,000 missing persons incidents are recorded by the police each year which means that a person in the UK is recorded missing by the police approximately every two minutes. However, there is a complex web of behaviours that surround the phenomenon of missing persons which can make it difficult to establish whether someones disappearance is ‘intentional’ or ‘unintentional’ or whether they might be at risk of harm from themselves or others. Drawing on a set of missing person case reconstructions and interviews with the officers involved with these cases, this paper provides insights into the different stages of the investigative process and some of the key influences which shape the trajectory of a missing persons investigation. In particular, it highlights the complex interplay between actions which are ‘ordered and conditioned’ by a procedural discourse around how missing persons investigations should be conducted, and the narratives that officers construct about how they approach investigations which are often shaped by a mix of police craft, ‘science’ and ‘reputational’ issues.

Sophie’s story: writing missing journeys

‘Sophie’s story’ is a creative rendition of an interview narrative gathered in a research project on missing people. The paper explains why Sophie’s story was written and details the wider intention to provide new narrative resources for police officer training, families of missing people and returned missing people. We contextualize this cultural intervention with an argument about the transformative potential of writing trauma stories. It is suggested that trauma stories produce difficult and unknown affects, but ones that may provide new ways of talking about unspeakable events. Sophie’s story is thus presented as a hopeful cultural geography in process, and one that seeks to help rewrite existing social scripts about missing people.

Space for Play?: Families' Strategies for Organizing Domestic Space in Homes with Young Children

ABSTRACT This article discusses how children, toys, and play are accommodated in the spaces of the contemporary home in order to highlight the often overlooked connections between home as an imaginative space and housing as a physical location in which people reside. We do this by exploring how families in private, new-build homes in contemporary Scotland reconfigure domestic space through the creation of a new kind of internal domestic space—the “toy room.” Analysis leads to a consideration of how the rules and routines of homemaking join people, places, and things together or deliberately separate them out. We conclude that the emergence of the toy room is an improvised solution to a problem exacerbated by the growth of childrens consumption of toys and playthings, shrinking room size, limited flexibility of the available space, and the shortage of storage in new-build homes, as well as a domestic aesthetic ideal adverse to clutter.

Living Absence: The Strange Geographies of Missing People

In this paper ‘missing people’ gain an unstable presence through their (restaged) testimonies recounting individual occupations of material urban public space during the lived practice of absence. We explore ‘missing experience’ with reference to homeless geographies, and as constituted by paradoxical spatialities in which people are both absent and present. We seek to understand such urban geographies of absence through diverse voices of missing people, who discuss their embodiment of unusual rhythmic occupations of the city. We conclude by considering how a new politics of missing people might take account of such voices in ways to think further about rights-to-be-absent in the city.

'No news today': talk of witnessing with families of missing people

The paper contributes new ways of thinking about and responding to interview talk in the context of recent scholarship on interviewing, orality and witnessing. We proceed by paying attention to specific examples of interview talk on the experience of absence via the collecting of narratives from families of missing people. We highlight how ambiguous emotions are bound up with broader ways of recognizing such talk, largely exercised here as reflections on what is involved in witnessing those who are missing in communications with police. Tensions that may be produced by official ways of regarding and responding to family character witness of the missing are discussed in the context of two case studies. In response to these tensions, we offer suggestions for finding different spaces through which to value such ‘witness talk’ by families, particularly via ideas from grief scholarship. The paper concludes by briefly reflecting on how interviewing encounters might produce versions of praxis in which the content of talk is not just, and simply, ‘apprehended’ as academic evidence.

Exploring the Quotidian in Young Children's Lives at Home

ABSTRACT The challenges of conducting research in the home, especially with preschool children, mean that the role of the home as a site for research is often overlooked by educationalists. Our repeat visits to fourteen families that included a three- or four-year-old child over more than a year as part of our study “Young Children Learning with Toys and Technology at Home” enabled us to develop research relationships that resulted in a 100 percent retention rate. we summarize the ecocultural framework that informed the design of our study and describe two methods for collecting data (“toy tours” and “mobile phone diaries”) that highlight issues relating to the rules of engagement when conducting research that generates insights into childrens everyday lives at home.