Lucy Rodriguez Leon
Biographic Data
| ID | 768474 |
|---|---|
| NAME | Lucy Rodriguez Leon |
| GIVEN NAMES | Lucy Rodriguez |
| FAMILY NAME | Leon |
| SIGNATURE | LEON L R |
| AFFILIATIONS | The Open University |
| ORCID | 0000-0003-1618-8899 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Tensions, assumptions and situated ethics
Research in early childhood settings requires careful consideration of the impact on all children in the setting, whether participants or non-participants, and evolving ethical approaches in response to children’s needs. However, flexible approaches and, ‘in the moment’, ethical adaptations are not routinely reported as part of early childhood research. Drawing on examples from previous qualitative, observational research studies, conducted by me…
Multisensory Reading in Early Childhood
Our systematic qualitative analysis advances the field of human development with an integrative review of sensory research in children’s reading of books and e-books. Based on a systematic literature review of 35 papers, we qualitatively synthesise multidisciplinary literature concerned with children’s sensory development and the activity of reading. We map the studies’ characteristics, including their methodological designs and primary theoretic…
Meaning, relationships, identities
Young children encounter a diverse range of written and multimodal texts in their play and everyday lives. Prior to formal education, children may not be considered ‘readers’ or ‘writers’ in the conventional sense, yet nonetheless, they engage creatively and agentively in everyday literacies. However, little is known about the motives and intentions of our youngest citizens in their activity with text. This paper reports a sub-section of findings…
Sensing and configuring the world with text
Research framed by evolving sociocultural theories have been fundamental in advancing the study of early childhood literacies. More recently the field has been enriched by posthumanist theories that have shifted the analytic gaze from children’s participation in literacy practices and events, to the fluid relationality of literacies. Concurrently, neo-Vygotskian scholars have advanced cultural-historical concepts to study a child and their enviro…
Surfacing complexity in shared book reading
Sensing and configuring the world with text
Research framed by evolving sociocultural theories have been fundamental in advancing the study of early childhood literacies. More recently the field has been enriched by posthumanist theories that have shifted the analytic gaze from children’s participation in literacy practices and events, to the fluid relationality of literacies. Concurrently, neo-Vygotskian scholars have advanced cultural-historical concepts to study a child and their enviro…
Surfacing complexity in shared book reading
Multisensory Reading in Early Childhood
Our systematic qualitative analysis advances the field of human development with an integrative review of sensory research in children’s reading of books and e-books. Based on a systematic literature review of 35 papers, we qualitatively synthesise multidisciplinary literature concerned with children’s sensory development and the activity of reading. We map the studies’ characteristics, including their methodological designs and primary theoretic…
Meaning, relationships, identities
Young children encounter a diverse range of written and multimodal texts in their play and everyday lives. Prior to formal education, children may not be considered ‘readers’ or ‘writers’ in the conventional sense, yet nonetheless, they engage creatively and agentively in everyday literacies. However, little is known about the motives and intentions of our youngest citizens in their activity with text. This paper reports a sub-section of findings…
Sensing and configuring the world with text
Research framed by evolving sociocultural theories have been fundamental in advancing the study of early childhood literacies. More recently the field has been enriched by posthumanist theories that have shifted the analytic gaze from children’s participation in literacy practices and events, to the fluid relationality of literacies. Concurrently, neo-Vygotskian scholars have advanced cultural-historical concepts to study a child and their enviro…
Tensions, assumptions and situated ethics
Research in early childhood settings requires careful consideration of the impact on all children in the setting, whether participants or non-participants, and evolving ethical approaches in response to children’s needs. However, flexible approaches and, ‘in the moment’, ethical adaptations are not routinely reported as part of early childhood research. Drawing on examples from previous qualitative, observational research studies, conducted by me…
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Child Development and Digital Technology (3 works) · Early Childhood Education and Development (3 works) · Epistemology (3 works) · Literacy (3 works) · Affordance (2 works) · Children's Rights and Participation (2 works) · Cognitive psychology (2 works)