Rhiannon Thomas Jha
Biographic Data
| ID | 7716240 |
|---|---|
| NAME | Rhiannon Thomas Jha |
| GIVEN NAMES | Rhiannon Thomas |
| FAMILY NAME | Jha |
| SIGNATURE | JHA R T |
| AFFILIATIONS | UCL Knowledge Lab University College London London UK |
| ORCID | 0000-0003-0217-7996 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration
Although adults are known to play an important role in young children's development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The paper presents a fine‐grained moment‐by‐moment an…
Designing for Embodied Proximity
This paper draws on notions of embodied learning to inform exhibit design that fosters children's meaningful embodied engagement to successfully unveil science ideas. While children's interaction in the museum is often hands-on and speaks to the physical emphasis that embodiment brings, observation of children's spontaneous engagement at a museum's Water Zone revealed opportunities and barriers to engagement with, and access to, science ideas in …
Embodying science
Primary school science emphasises hands-on interactions, but little is known about how the sensorimotor experiences these interactions provide shape children’s science ideas. Early interactions with science need to be engaging as these shape children’s developing attitudes towards science and themselves as science learners; however, these activities need to go beyond engagement to set children up with the resources they need to develop and deepen…
How sensorimotor interaction shapes and supports young children’s gestural communication around science
Research has demonstrated that gesture produced during conversation can provide insights into scientific thinking and can aid scientific communication in adults and school-aged children. However, to date, there has been a limited exploration into the role of gesture in supporting young children's science communication, and how this is underpinned and shaped by their sensorimotor experiences. This study examines, identifies and conceptualises ways…
Sensitivity to Visual-Tactile Colocation on the Body Prior to Skilled Reaching in Early Infancy
Two experiments examined perceptual colocation of visual and tactile stimuli in young infants. Experiment 1 compared 4- (n = 15) and 6-month-old (n = 12) infants’ visual preferences for visual-tactile stimulus pairs presented across the same or different feet. The 4- and 6-month-olds showed, respectively, preferences for colocated and noncolocated conditions, demonstrating sensitivity to visual-tactile colocation on their feet. This extends previ…
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How sensorimotor interaction shapes and supports young children’s gestural communication around science
Research has demonstrated that gesture produced during conversation can provide insights into scientific thinking and can aid scientific communication in adults and school-aged children. However, to date, there has been a limited exploration into the role of gesture in supporting young children's science communication, and how this is underpinned and shaped by their sensorimotor experiences. This study examines, identifies and conceptualises ways…
Sensitivity to Visual-Tactile Colocation on the Body Prior to Skilled Reaching in Early Infancy
Two experiments examined perceptual colocation of visual and tactile stimuli in young infants. Experiment 1 compared 4- (n = 15) and 6-month-old (n = 12) infants’ visual preferences for visual-tactile stimulus pairs presented across the same or different feet. The 4- and 6-month-olds showed, respectively, preferences for colocated and noncolocated conditions, demonstrating sensitivity to visual-tactile colocation on their feet. This extends previ…
Embodying science
Primary school science emphasises hands-on interactions, but little is known about how the sensorimotor experiences these interactions provide shape children’s science ideas. Early interactions with science need to be engaging as these shape children’s developing attitudes towards science and themselves as science learners; however, these activities need to go beyond engagement to set children up with the resources they need to develop and deepen…
The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration
Although adults are known to play an important role in young children's development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The paper presents a fine‐grained moment‐by‐moment an…
Designing for Embodied Proximity
This paper draws on notions of embodied learning to inform exhibit design that fosters children's meaningful embodied engagement to successfully unveil science ideas. While children's interaction in the museum is often hands-on and speaks to the physical emphasis that embodiment brings, observation of children's spontaneous engagement at a museum's Water Zone revealed opportunities and barriers to engagement with, and access to, science ideas in …
Psychology (5 works) · Computer Science (3 works) · Embodied cognition (3 works) · Science education (3 works) · Sociology (3 works) · Action Observation and Synchronization (2 works) · Embodied and Extended Cognition (2 works) · Epistemology (2 works) · Pedagogy (2 works) · Spatial Cognition and Navigation (2 works)