Postdevelopmental Approaches to Childhood Research Observation

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Professor Jayne Osgood (Middlesex University, UK) Mona Sakr (Middlesex University UK)

Postdevelopmental Approaches to Childhood Research Observation

Professor Jayne Osgood (Middlesex University, UK), Mona Sakr (Middlesex University UK)

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English

Bloomsbury Academic
29 May 2025

Philosophy & theory of education; Educational strategies & policy; Pre-school & kindergarten

Series: Postdevelopmental Approaches to Childhood

This book challenges the developmentalist paradigm that dominates research into children and childhood, focusing on observation as a research method. It offers new postdevelopmental ways of conducting childhood observations which are diverse in context and theoretical orientation, and in the process, deconstructs the dominant traditions of childhood research. Written by leading scholars based in Canada, Norway, the UK, and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and posthumanism, the chapters cover a range of topics including reciprocal methods, photography, childhood art, and memoir.

Edited by: Professor Jayne Osgood (Middlesex University UK), Mona Sakr (Middlesex University UK)
Imprint: Bloomsbury Academic
Country of Publication: United Kingdom
Dimensions: Height: 232mm, Width: 154mm, Spine: 12mm
Weight: 280g
ISBN: 9781350369771
ISBN 10: 1350369772
Series: Postdevelopmental Approaches to Childhood
Pages: 184
Publication Date: 29 May 2025
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Introduction, Jayne Osgood (Middlesex University, UK) 1. Unflattering Angles: Cameras, Consent, and (self) Construction in Classroom Research (Casey Y. Myers, Watershed Early Years Partnership) 2. Observing What You Cannot See, Abigail Hackett and Christina MacRae (Manchester Metropolitan University, UK) 3. Down On The Ground: The Material Memoir of the Posthuman Researcher (Jayne Osgood, Middlesex University) 4. Humming a Tune: Attending to “Earworms” as a More-than Observational Practice in Fieldwork with Children (Paulina Semenec, The University of British Columbia) 5. Telling Story: The Carrier Bag Theory of Fiction as a Means of Reciprocal ‘Researching-with’ Children (Victoria de Rijke, Middlesex University) 6. Observing Migrant Children: Shifting the Frame from Linguistic Deficit to Display of Agency (Federico Farini, University of Northampton, UK and Angela Scollan, Middlesex University) 7. Being There: A New Materialist Approach to Observing Care in a Toddler Classroom (Teresa Aslanian, University of South-Eastern Norway) 8. “Can I draw in your sketchbook?”: Collaborative Observation-making with Children (Hayon Park, Arkansas University and Jeffrey M. Cornwall, The Pennsylvania State University) 9. Toddlers’ Tinkering with Toys: Unpacking Complex Action Texts in Doc McStuffins Play (Karen Wohlwend, Yanlin Chen, and Adam Maltese, Indiana University) References Index

Jayne Osgood is Professor of Education at Middlesex University, UK. She is Editor of the Gender and Education journal and co-series editor, with Veronica Pacini-Ketchabaw, of the Feminist Thought in Childhood Research series, published by Bloomsbury.

Reviews for Postdevelopmental Approaches to Childhood Research Observation

"""[This book] pushes the boundaries of early childhood research taking a fresh look at how we research with and about child development. The examples from real world research affords readers the opportunity to see how postdevelopmental approaches to observation, as a research method, may be applied to their own work. The authors embrace the move away from traditional research methods, and place a spotlight on children's participation and agency in research, this is an excellent addition to the research canon."" --Helen Perkins, The Open University, UK ""This volume will support the doctoral student as she negotiates the tricky terrain of undertaking observations when there is the desire to work outside of conventional developmental frames. It will serve as a rallying cry to all those who want to foreground the importance of affect where what is sensed and felt should be brought in from the cold."" --Liz Jones, Manchester Metropolitan University, UK"