Danby
Biographic Data
| ID | 8364 |
|---|---|
| NAME | Danby |
| FAMILY NAME | Danby |
| SIGNATURE | DANBY |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0002-1944-7043 |
| VERIFIED | Yes |
| TOTAL WORKS | 50 |
| TOTAL CITATIONS | 204 |
| AUTHOR COUNT | 50 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Researcher cultural capability for Indigenous research: A meta-narrative review
Producing shareables: Mothers’ digital media making with infants
There are growing concerns that mothers’ use of smartphones and digital practices interfere with and disrupt social interaction, harming mother-infant relationships. Their digital practices, however, particularly the creation and sharing of “shareables” (photos, videos, voice notes), play an important role in maintaining family relationships and fulfilling relational obligations. This article presents a fine-grained analysis of two mothers’ self-…
Exploring Young Autistic Children's Family and Independent Digital Experiences at Home
This study investigated how young autistic children engaged with digital technologies within the home context. Studying the everyday lives of three families in Queensland, Australia provided opportunities to identify the digital technologies they used and the purpose and potential of the children's digital interactions. Autistic children actively participated in this digital ethnographic study as they navigated their digital worlds. Children's ex…
Weaving Smartphones Into Mother–Infant Interaction: Digital Disruptions or Participatory Possibilities
Intense public scrutiny of mothering practices continues to perpetuate unhelpful narratives of maternal smartphone use as ‘risky’ and ‘harmful’, positioning mothers to experience guilt and judgement around their smartphone use. Yet despite this, the ubiquity of digital device ownership means mothers are increasingly using smartphones around their infants (birth–12 months). This article presents a single case analysis of a video‐recorded interacti…
Children and Families: Everyday Digital Media Culture
Digital media permeates many aspects of society and is increasingly entangled in how children and families engage with the world. Even those who do not engage with digital media at home live within digitally connected environments where practices like surveillance, datafication and connectivity shape their lives in subtle yet consequential ways (Samuelsson et al. 2023; Sefton-Green et al. 2025). For instance, children's personal information (thei…
The Digital Childhood Industry
Many children lead lives that are heavily influenced by the digital world, whether that’s through digital products, services, and practices made for them, or made about them. For children and their families, their digital childhood is mediated across many dimensions, including play, learning, communication and the everyday routines of family life. In this panel, we examine some of the ways digital childhood is mediated through Industry. In partic…
Problematising ClassDojo as a digital tool for behaviour management and home-school communication
ClassDojo is a popular educational technology platform used by teachers to manage students’ behaviour and communicate with parents. This platform, though, along with other similar digital classroom management tools, are subject to ongoing debate. This paper critically discusses the use of ClassDojo from different contexts across 3 studies that engaged in multiple data sources, including publicly available online discussion forums, polices and web…
Making connections with children: Children’s rights, ethics and research methods
The 1989 Convention on the Rights of the Child reflects the role and status of children in society as being competent and capable participants on matters that affect them. The Convention is foundational in understanding children’s rights to participate in all aspects of everyday life, including in research in which children are participants. This article explores children’s rights to participate within a research study that investigated their pla…
Mothering in a digital age – a first-time mother’s account of using an infant tracking application
There is a prevalent belief that ‘good’ mothers should avoid using smartphones around their infants, as it is thought to harm infant development and the mother-infant relationship. Despite this belief, many mothers find smartphones beneficial for accessing online support and information during the postpartum period. The social role of ‘mother’ comes with a suite of cultural, social, and moral expectations on how to behave and care for children. W…
‘Let’s play crocodiles’
School playgrounds are spaces where children play with peers in organised games that have pre-existing rules and procedures for game play, and made-up games that are improvised in the moment. The ways children go about making up games have not been well documented and may be overlooked in situ due to the minimal supervision of school playgrounds. This study investigates how children mobilise and constrain their own game participation using improv…
Attending to child agency in paediatric palliative care consultations: Adults' use of tag questions directed to the child
Children's agency in their own lives is increasingly recognised as important, including within paediatric health care. The issue of acknowledging child agency is complex in the context of paediatric palliative care, where children have serious and complex conditions that often impact their ability to verbally communicate with others. This study explores how clinicians and parents/guardians direct talk towards a child patient when they are present…
The interactional achievement of reading aloud by young children and parents during digital technology use
Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where…
‘Two’s company, three’s a crowd’
This paper examines how young children mobilize interactional resources to position peers as neither fully included nor fully excluded in a preschool classroom. A single case of a video recording of three preschool-aged girls was analysed using conversation analysis. Two girls restricted access to a third girl and positioned her on the periphery in peer activity. The third girl’s entry into the activity was restricted through the other two’s clai…
Investigating interactions from the children’s perspective
Pandemic morality-in-action: Accounting for social action during the Covid-19 pandemic
Global health pandemics (such as COVID-19) can result in rapid changes to sanctionable behaviour, impacting society and culture in a multitude of ways. This study examined how pandemic culture and accompanying moral order was produced within and through social interaction during the first and second waves of COVID-19 in Australia. The data consisted of a corpus of 29 video-recorded paediatric palliative care consultations and were analysed using …
Supporting, failing to support and undermining breastfeeding self‐efficacy: Analysis of helpline calls
Although a complexity of factors explain early cessation of breastfeeding, the encounter of a problem is often a critical point in this decision. For this reason, breastfeeding self-efficacy, a mother's evaluations of her ability to successfully overcome challenges, is an effective target in interventions to sustain breastfeeding. This study examined factors affecting the success of one such intervention, reactive telephone support. Across a 4-we…
Socializing children into pop culture: A visit to Santa
Investigating children’s pop cultures that rely on myth-making provide understandings about how children are active agents in the socialization into cultural and moral practices in their everyday lives. An annual visit to Santa Claus is important in children’s pop culture in the Western world, however, the social practices associated with the continuation of the myth are under-reported. Drawing on the related methodologies of ethnomethodology, co…
We're doing a wedding: Producing Peer Cultures in Pretend Play
Play is valued pedagogically and conceptually as supporting children’s imaginative capabilities and social development. In this article, we focus in particular on pretend play as a type of play activity in which children engage in the creative production and performance of peer cultures. In pretend play, new peer cultures are produced as children actively and creatively appropriate information from the adult world. Drawing on sociology of childho…
Basically it's the Usual Whole Teen Girl Thing: Stage-of-Life Categories on a Children and Young People's Helpline
This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities-email and web-counseling sessions-to examine how category-gener…
Looking beyond swiping and tapping: Review of design and methodologies for researching young children’s use of digital technologies
We conducted a systematic, in-depth literature review to examine the research around digital technology and media technologies for young children. We were particularly interested in understanding the range of research designs and specifics about elements of the method employed for researching digital technologies with young children (i.e., birth to 5 years). We focused precisely on this age group because it overlaps with the early childhood educa…
‘I wonder what you know … ’ teachers designing requests for factual information
Let's see if you can see me: Making connections with Google EarthTM in a preschool classroom
Bringing a social interaction approach to children's geographies to investigate how children accomplish place in everyday lives, we draw on ethnomethodological and conversation analytic approaches that recognize children's competence to manipulate their social and digital worlds. An investigation of preschool-aged children engaged with Google EarthTM shows how they both claimed and displayed technological understandings and practices such as mano…
Pranking in Children's Helpline Calls
Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a sub-collection of possible pranks, extracted from a larger corpus of Australian children's counselling helpline …
How Talk and Interaction Unfold in a Digitally Enabled Preschool Classroom
The use of mobile digital devices, such as laptops and tablets, has implications for how teachers interact with young students within the institutional context of educational settings. This article examines language and participation in a digitally enabled preschool classroom as students engage with teachers and peers. Ethnomethodology, conversation analysis and membership categorization analysis are used to explicate video-recorded episodes of s…
Identifying and addressing equivocal trouble in understanding within classroom interaction
Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble…
Advice-implicative Interrogatives: Building “Client-centered” Support in a Children’s Helpline
Interactional research on advice giving has described advice as normative and asymmetric. In this paper we examine how these dimensions of advice are softened by counselors on a helpline for children and young people through the use of questions. Through what we term “advice-implicative interrogatives,” counselors ask clients about the relevance or applicability of a possible future course of action. The allusion to this possible action by the co…
Young children as rule makers
The Novice Researcher: Interviewing Young Children
Being a novice researcher undertaking research interviews with young children requires understandings of the interview process. By investigating the interaction between a novice researcher undertaking her first interview and a child participant, the authors attend to theoretical principles, such as the competence of young children as informants, and highlight practical matters when interviewing young children. A conversation analysis approach exa…
Children as Experts in Their Lives: Child Inclusive Research
How to be Masculine in the Block Area
This article focuses on the social interactions of several boys aged 3-5 years in the block area of a preschool classroom in a childcare setting. Using transcripts of video segments showing these boys engaged in daily play and interactions, the article analyses two episodes that occurred in the first weeks of the school year. At first glance, both episodes appear chaotic, with little appearance of order among the players. A closer analysis reveal…
Address Terms in Turn Beginnings: Managing Disalignment and Disaffiliation in Telephone Counseling
This article examines use of address terms by counselors on a telephone counseling service for children and young people. Drawing on conversation analytic findings and methods, we show how personal names are used in the management of structural and interpersonal aspects of counseling interaction. Focusing on address terms in turn beginnings—where a name is used as, or as part of, a preface—the analysis shows that address terms are used in turns t…
Managing medical advice seeking in calls to Child Health Line
Child Health Line is a 24-hour Australian helpline that offers information and support for parents and families on child development and parenting. The helpline guidelines suggest that nurses should not offer medical advice; they do, however, regularly receive calls seeking such advice. This paper examines how the service guidelines are talked into being through the nurses' management of callers' requests for medical advice and information, and s…
Pandemic morality-in-action: Accounting for social action during the Covid-19 pandemic
Global health pandemics (such as COVID-19) can result in rapid changes to sanctionable behaviour, impacting society and culture in a multitude of ways. This study examined how pandemic culture and accompanying moral order was produced within and through social interaction during the first and second waves of COVID-19 in Australia. The data consisted of a corpus of 29 video-recorded paediatric palliative care consultations and were analysed using …
Parents as Coresearchers at Home: Using an Observational Method to Document Young Children’s Use of Technology
This article discusses the use of observational video recordings to document young children's use of technology in their homes. Although observational research practices have been used for decades, often with video-based techniques, the participant group in this study (i.e., very young children) and the setting (i.e., private homes) provide a rich space for exploring the benefits and limitations of qualitative observation. The data gathered in th…
Basically it's the Usual Whole Teen Girl Thing: Stage-of-Life Categories on a Children and Young People's Helpline
This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities-email and web-counseling sessions-to examine how category-gener…
Digital access to knowledge in the preschool classroom: Reports from Australia
Attending to child agency in paediatric palliative care consultations: Adults' use of tag questions directed to the child
Children's agency in their own lives is increasingly recognised as important, including within paediatric health care. The issue of acknowledging child agency is complex in the context of paediatric palliative care, where children have serious and complex conditions that often impact their ability to verbally communicate with others. This study explores how clinicians and parents/guardians direct talk towards a child patient when they are present…
Let's see if you can see me: Making connections with Google EarthTM in a preschool classroom
Bringing a social interaction approach to children's geographies to investigate how children accomplish place in everyday lives, we draw on ethnomethodological and conversation analytic approaches that recognize children's competence to manipulate their social and digital worlds. An investigation of preschool-aged children engaged with Google EarthTM shows how they both claimed and displayed technological understandings and practices such as mano…
Living in a broken world: How Young Children's Well-Being Is Supported Through Playing Out Their Earthquake Experiences
The therapeutic value of play can be shown in spontaneous play situations following children's experiences of traumatic events. Following the events of the Christchurch earthquakes in New Zealand in 2010 and 2011, an investigation was conducted of how children used the earthquake event as a catalyst in pretend play with peers and in discussions with teachers. Supporting children's well-being is a focus area in New Zealand early childhood educatio…
Script proposals: A device for empowering clients in counselling
Much of the research on the delivery of advice by professionals such as physicians, health workers and counsellors, both on the telephone and in face-to-face interaction more generally, has focused on the theme of client resistance and the consequent need for professionals to adopt particular formats to assist in the uptake of the advice. In this article we consider one setting, Kid’s Helpline, the national Australian counselling service for chil…
I told you so: Justification Used in Disputes in Young Children's Interactions in an Early Childhood Classroom
While justifications are used frequently by young children in their everyday interactions, their use has not been examined to any great extent. This article examines the interactional phenomenon of justification used by young children as they manage social organization of their peer group in an early childhood classroom. The methodological approaches of conversation analysis and membership categorization analysis were used to analyse video-record…
Childhood and social interaction in everyday life: An epilogue
How Talk and Interaction Unfold in a Digitally Enabled Preschool Classroom
The use of mobile digital devices, such as laptops and tablets, has implications for how teachers interact with young students within the institutional context of educational settings. This article examines language and participation in a digitally enabled preschool classroom as students engage with teachers and peers. Ethnomethodology, conversation analysis and membership categorization analysis are used to explicate video-recorded episodes of s…
Aligning in and through interaction: Children getting in and out of spontaneous activity
Spontaneous play, important for forming the basis of friendships and peer relations, is a complex activity involving the management and production of talk-in-interaction. This article focuses on the intricacies of social interaction, emphasizing the link between alignment and affiliation, and the range and importance of verbal and nonverbal interactive devices available to children. Analysis of the way in which two girls, one of whom has been dia…
We're doing a wedding: Producing Peer Cultures in Pretend Play
Play is valued pedagogically and conceptually as supporting children’s imaginative capabilities and social development. In this article, we focus in particular on pretend play as a type of play activity in which children engage in the creative production and performance of peer cultures. In pretend play, new peer cultures are produced as children actively and creatively appropriate information from the adult world. Drawing on sociology of childho…
How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives
Homework is an increasing yet under-researched part of young children’s everyday lives. Framed by the international agendas of starting strong and school accountability, homework in the lives of young children has been either overlooked or considered from the perspective of adults rather than from the perspective of children themselves. This paper redresses this situation by reporting on an Australian study of 120 young children, aged four to eig…
Locking the unlockable: Children's invocation of pretence to define and manage place
Young children use pretence in their interactions with their peers. This article focuses on their use of pretence to establish, define and formulate places within their peer interaction. A talk-in-interaction approach is used to analyse video-recorded and transcribed interactions of children aged 4-6 years in the block area of an early childhood classroom in Australia. The complex and collaborative interactive work of the children produced shared…
Investigating an Account of Children ‘Passing Notes’ in the Classroom: How Boys and Girls Operate Differently in Relation to an Everyday, Classroom Regulatory Practice
This article draws on the sociology of childhood framework in order to examine one primary school girl’s account of how the children in her classroom pass notes to each other when they are ‘not allowed to talk at all’. Close examination of the account shows how the girls and boys in this particular classroom co-construct gendered membership activities in order to negotiate the teacher’s regulation of their classroom interactions. The girls compet…
Socializing children into pop culture: A visit to Santa
Investigating children’s pop cultures that rely on myth-making provide understandings about how children are active agents in the socialization into cultural and moral practices in their everyday lives. An annual visit to Santa Claus is important in children’s pop culture in the Western world, however, the social practices associated with the continuation of the myth are under-reported. Drawing on the related methodologies of ethnomethodology, co…
Pranking in Children's Helpline Calls
Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a sub-collection of possible pranks, extracted from a larger corpus of Australian children's counselling helpline …
How to be Masculine in the Block Area
This article focuses on the social interactions of several boys aged 3-5 years in the block area of a preschool classroom in a childcare setting. Using transcripts of video segments showing these boys engaged in daily play and interactions, the article analyses two episodes that occurred in the first weeks of the school year. At first glance, both episodes appear chaotic, with little appearance of order among the players. A closer analysis reveal…
Everyday Experiences of Homeless Young People in Supported Accommodation Programmes in Australia
This paper investigates young people's accounts of governance in their everyday lives within a Supported Accommodation Assistance Program (SAAP) in regional Australia. The SAAP is a joint Commonwealth and State/Territory programme for assisting people who are homeless or at risk of homelessness by providing transitional supported accommodation and support services. The paper provides accounts of how two young people, Monica and Brendan, make sens…
Investigating an Account of Children ‘Passing Notes’ in the Classroom: How Boys and Girls Operate Differently in Relation to an Everyday, Classroom Regulatory Practice
This article draws on the sociology of childhood framework in order to examine one primary school girl’s account of how the children in her classroom pass notes to each other when they are ‘not allowed to talk at all’. Close examination of the account shows how the girls and boys in this particular classroom co-construct gendered membership activities in order to negotiate the teacher’s regulation of their classroom interactions. The girls compet…
Childhood and social interaction in everyday life: An epilogue
I told you so: Justification Used in Disputes in Young Children's Interactions in an Early Childhood Classroom
While justifications are used frequently by young children in their everyday interactions, their use has not been examined to any great extent. This article examines the interactional phenomenon of justification used by young children as they manage social organization of their peer group in an early childhood classroom. The methodological approaches of conversation analysis and membership categorization analysis were used to analyse video-record…
Young children as rule makers
Managing medical advice seeking in calls to Child Health Line
Child Health Line is a 24-hour Australian helpline that offers information and support for parents and families on child development and parenting. The helpline guidelines suggest that nurses should not offer medical advice; they do, however, regularly receive calls seeking such advice. This paper examines how the service guidelines are talked into being through the nurses' management of callers' requests for medical advice and information, and s…
Advice-implicative Interrogatives: Building “Client-centered” Support in a Children’s Helpline
Interactional research on advice giving has described advice as normative and asymmetric. In this paper we examine how these dimensions of advice are softened by counselors on a helpline for children and young people through the use of questions. Through what we term “advice-implicative interrogatives,” counselors ask clients about the relevance or applicability of a possible future course of action. The allusion to this possible action by the co…
Locking the unlockable: Children's invocation of pretence to define and manage place
Young children use pretence in their interactions with their peers. This article focuses on their use of pretence to establish, define and formulate places within their peer interaction. A talk-in-interaction approach is used to analyse video-recorded and transcribed interactions of children aged 4-6 years in the block area of an early childhood classroom in Australia. The complex and collaborative interactive work of the children produced shared…
Have You Talked with a Teacher Yet?’: How Helpline Counsellors Support Young Callers Being Bullied at School
When seeking help and support about being bullied, children and young people weigh up the benefits and risks of talking to their friends, parents, teachers and counsellors about their experiences. The focus of this article is calls to an Australian helpline for children and young people where the strategy of ‘talking to the teacher’ is discussed by callers and counsellors as a possible way of dealing with the caller’s bullying situation at school…
Bullying: The Moral and Social Orders at Play
This special issue came about following an international symposium on bullying held in December 2008 at the Department of Child Studies, Linko ̈ping University, Sweden, led by Jakob Cromdal and Paul Horton. The articles represent a diverse body of theoretical and empirical work that emphasises children and young people’s views of and participation in everyday experiences. The articles, as a collection, aim to be provocative in terms of challengin…
Children as Experts in Their Lives: Child Inclusive Research
Address Terms in Turn Beginnings: Managing Disalignment and Disaffiliation in Telephone Counseling
This article examines use of address terms by counselors on a telephone counseling service for children and young people. Drawing on conversation analytic findings and methods, we show how personal names are used in the management of structural and interpersonal aspects of counseling interaction. Focusing on address terms in turn beginnings—where a name is used as, or as part of, a preface—the analysis shows that address terms are used in turns t…
Script proposals: A device for empowering clients in counselling
Much of the research on the delivery of advice by professionals such as physicians, health workers and counsellors, both on the telephone and in face-to-face interaction more generally, has focused on the theme of client resistance and the consequent need for professionals to adopt particular formats to assist in the uptake of the advice. In this article we consider one setting, Kid’s Helpline, the national Australian counselling service for chil…
The Novice Researcher: Interviewing Young Children
Being a novice researcher undertaking research interviews with young children requires understandings of the interview process. By investigating the interaction between a novice researcher undertaking her first interview and a child participant, the authors attend to theoretical principles, such as the competence of young children as informants, and highlight practical matters when interviewing young children. A conversation analysis approach exa…
Disputes in Everyday Life: Social and Moral Orders of Children and Young People
Introduction : disputes in everyday life : social and moral orders of children and young people / Susan Danby, Maryanne Theobald -- Category relations, omnirelevance, and children's disputes / Stephen Hester, Sally Hester -- Will, you've got to share : disputes during family mealtime / Gillian Busch -- Responding to directives : what can children do when a parent tells them what to do? / Alexandra Kent -- "Pretend I was Mummy" : children's produc…
Extending client-centered support: Counselors' proposals to shift from e-mail to telephone counseling
The availability and use of online counseling approaches has increased rapidly over the last decade. While research has suggested a range of potential affordances and limitations of online counseling modalities, very few studies have offered detailed examinations of how counselors and clients manage asynchronous email counseling exchanges. In this paper we examine email exchanges involving clients and counselors through Kids Helpline, a national …
Testing the Vision: Preschool Settings as Places for Meeting, Bonding and Bridging
The OECD (2006 Starting Strong II: Early Childhood Education and Care. OECD Publishing: Paris) envisions early childhood education and care settings as meeting places for diverse social groups; places that build social capital. This vision was assessed in a comparison of three preschools types: full‐fee paying, subsidised‐fee and publicly funded. The social composition within each was examined and the connectedness of the children (n = 472) who a…
To separate or not to separate? Parental decision-making regarding the separation of twins in the early years of schooling
In recent times concerns about possible adverse effects of early separation and advocacy for individual rights have resulted in a movement away from organizational level policies about the separation of twin children as they enter school. Instead, individualized approaches that focus on the twin children’s characteristics and family perspectives have been proposed. This study, conducted in Australia where all but a few families had choice about t…
Recovering from the earthquake: Early childhood teachers and children collaboratively telling stories about their experiences
Purpose – Traumatic events can cause post-traumatic stress disorder due to the severity of the often unexpected events. The purpose of this paper is to reveal how conversations around lived experiences of traumatic events, such as the Christchurch earthquake in February 2011, can work as a strategy for people to come to terms with their experiences collaboratively. By encouraging young children to recall and tell of their earthquake stories with …
Living in a broken world: How Young Children's Well-Being Is Supported Through Playing Out Their Earthquake Experiences
The therapeutic value of play can be shown in spontaneous play situations following children's experiences of traumatic events. Following the events of the Christchurch earthquakes in New Zealand in 2010 and 2011, an investigation was conducted of how children used the earthquake event as a catalyst in pretend play with peers and in discussions with teachers. Supporting children's well-being is a focus area in New Zealand early childhood educatio…
Aligning in and through interaction: Children getting in and out of spontaneous activity
Spontaneous play, important for forming the basis of friendships and peer relations, is a complex activity involving the management and production of talk-in-interaction. This article focuses on the intricacies of social interaction, emphasizing the link between alignment and affiliation, and the range and importance of verbal and nonverbal interactive devices available to children. Analysis of the way in which two girls, one of whom has been dia…
Digital access to knowledge in the preschool classroom: Reports from Australia
How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives
Homework is an increasing yet under-researched part of young children’s everyday lives. Framed by the international agendas of starting strong and school accountability, homework in the lives of young children has been either overlooked or considered from the perspective of adults rather than from the perspective of children themselves. This paper redresses this situation by reporting on an Australian study of 120 young children, aged four to eig…
‘I wonder what you know … ’ teachers designing requests for factual information
Psychology (43 works) · Sociology (32 works) · Social Psychology (26 works) · Language, Discourse, Communication Strategies (22 works) · Conversation (21 works) · Developmental psychology (21 works) · Computer Science (19 works) · Conversation analysis (19 works) · Child Development and Digital Technology (17 works) · Communication (17 works)