Lois Peach
Biographic Data
| ID | 4102165 |
|---|---|
| NAME | Lois Peach |
| GIVEN NAMES | Lois |
| FAMILY NAME | Peach |
| SIGNATURE | PEACH L |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0001-5157-2621 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
More than minutes: Using video analysis to rethink children’s sedentary screentime as quality digital play
Children’s screentime is commonly viewed as passive and problematic. Current focus on reducing the time children spend using digital technologies has meant screentime is quantified often at the expense of considering the quality of children’s digital interactions. These ‘clocking’ practices tend to overlook the potential for children’s digital play to foster movement and relationships with others. Building upon childhood scholarship that has sugg…
A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education
Understanding what constitutes quality in digital interactions within Early Childhood Education and Care (ECEC) settings has become paramount in an increasingly technology‐enabled world. This imperative has grown, with diverse ingrained positions about the role of digital technology in ECEC, and limited evidence and guidance to support beneficial educator use with young children. This study introduces a Digital Interactions Quality (DigIQ) framew…
Looking more closely at the Children’s Technology Play Space: Bringing space, bodies, materials and knowing together through investigation with microscopes
This paper shares an account of our wonderings, happenings, and learnings emerging from encounters between children, iPads, digital microscopes and found natural materials (and bugs!) in a series of workshops at a children’s museum. Our intention is to build on and disrupt established theories about children’s museums by thinking differently and creatively about new ways of seeing, knowing, and understanding children’s literate practices in these…
Curating childhood—literacy, play, and meaning-making in museum spaces
Multi-species encounters in the city: A More-Than-Human Perspective on Children’s Arts-Based Exploration of Urban Natural Spaces
Stories as data and stories of data: Methodological memories as post-inquiry
Stories are more than they seem. Stories can connect humans with other humans, more-than-human things, animals, places and times. And stories can disrupt dominant ways of knowing and being in the world (Ranco and Haverkamp, 2022). Re-telling stories of connection and disruption in research, this paper shares four short autoethnographic musings, or methodological memories. These are thoughts and events which got stuck (MacRae et al., 2018) during-…
Missing Middles: Toward a Feminist New Materialist Approach for Understanding Intergenerational Inter/Intra-Action
Intergenerational programs challenge separations of age and difference. Re-turning data of preschool children and care home residents playing with playdoh together during an intergenerational program, this paper uses Barad’s agential realism to expand who, and crucially what, is involved in reconciling differences between generations. Turning the playdoh episode over and over, the people and things in-between ‘young’ and ‘old,’ in the middle, but…
Making Intergenerational Programs ‘Stick: Learning from the Care Home FaNs ‘Broker model’ Linking Schools and Care Homes in England
Practitioners are vital for effective intergenerational practice, but they are often unsupported, untrained, or under-resourced. This paper explores the Care Home Friends and Neighbours (Care Home FaNs) Intergenerational Linking project’s ‘broker model’ as a novel approach to supporting intergenerational practitioners. Between 2019-2022, ‘local community brokers’, or ‘brokers’, helped link schools, youth groups, and care homes in 11 low socio-eco…
Missing Middles: Toward a Feminist New Materialist Approach for Understanding Intergenerational Inter/Intra-Action
Intergenerational programs challenge separations of age and difference. Re-turning data of preschool children and care home residents playing with playdoh together during an intergenerational program, this paper uses Barad’s agential realism to expand who, and crucially what, is involved in reconciling differences between generations. Turning the playdoh episode over and over, the people and things in-between ‘young’ and ‘old,’ in the middle, but…
Making Intergenerational Programs ‘Stick: Learning from the Care Home FaNs ‘Broker model’ Linking Schools and Care Homes in England
Practitioners are vital for effective intergenerational practice, but they are often unsupported, untrained, or under-resourced. This paper explores the Care Home Friends and Neighbours (Care Home FaNs) Intergenerational Linking project’s ‘broker model’ as a novel approach to supporting intergenerational practitioners. Between 2019-2022, ‘local community brokers’, or ‘brokers’, helped link schools, youth groups, and care homes in 11 low socio-eco…
Stories as data and stories of data: Methodological memories as post-inquiry
Stories are more than they seem. Stories can connect humans with other humans, more-than-human things, animals, places and times. And stories can disrupt dominant ways of knowing and being in the world (Ranco and Haverkamp, 2022). Re-telling stories of connection and disruption in research, this paper shares four short autoethnographic musings, or methodological memories. These are thoughts and events which got stuck (MacRae et al., 2018) during-…
Missing Middles: Toward a Feminist New Materialist Approach for Understanding Intergenerational Inter/Intra-Action
Intergenerational programs challenge separations of age and difference. Re-turning data of preschool children and care home residents playing with playdoh together during an intergenerational program, this paper uses Barad’s agential realism to expand who, and crucially what, is involved in reconciling differences between generations. Turning the playdoh episode over and over, the people and things in-between ‘young’ and ‘old,’ in the middle, but…
Making Intergenerational Programs ‘Stick: Learning from the Care Home FaNs ‘Broker model’ Linking Schools and Care Homes in England
Practitioners are vital for effective intergenerational practice, but they are often unsupported, untrained, or under-resourced. This paper explores the Care Home Friends and Neighbours (Care Home FaNs) Intergenerational Linking project’s ‘broker model’ as a novel approach to supporting intergenerational practitioners. Between 2019-2022, ‘local community brokers’, or ‘brokers’, helped link schools, youth groups, and care homes in 11 low socio-eco…
Looking more closely at the Children’s Technology Play Space: Bringing space, bodies, materials and knowing together through investigation with microscopes
This paper shares an account of our wonderings, happenings, and learnings emerging from encounters between children, iPads, digital microscopes and found natural materials (and bugs!) in a series of workshops at a children’s museum. Our intention is to build on and disrupt established theories about children’s museums by thinking differently and creatively about new ways of seeing, knowing, and understanding children’s literate practices in these…
Curating childhood—literacy, play, and meaning-making in museum spaces
Multi-species encounters in the city: A More-Than-Human Perspective on Children’s Arts-Based Exploration of Urban Natural Spaces
More than minutes: Using video analysis to rethink children’s sedentary screentime as quality digital play
Children’s screentime is commonly viewed as passive and problematic. Current focus on reducing the time children spend using digital technologies has meant screentime is quantified often at the expense of considering the quality of children’s digital interactions. These ‘clocking’ practices tend to overlook the potential for children’s digital play to foster movement and relationships with others. Building upon childhood scholarship that has sugg…
A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education
Understanding what constitutes quality in digital interactions within Early Childhood Education and Care (ECEC) settings has become paramount in an increasingly technology‐enabled world. This imperative has grown, with diverse ingrained positions about the role of digital technology in ECEC, and limited evidence and guidance to support beneficial educator use with young children. This study introduces a Digital Interactions Quality (DigIQ) framew…
Children's Rights and Participation (5 works) · Sociology (4 works) · Participatory Visual Research Methods (3 works) · Art Education and Development (2 works) · Child Development and Digital Technology (2 works) · Educational technology (2 works) · Literacy, Media, and Education (2 works) · Posthumanist Ethics and Activism (2 works) · Technology integration (2 works) · Youth Education and Societal Dynamics (2 works)