Photographs Of Children Research Articles

Review: Fireflies: Photographs of Children, by Keith Carter

Book Review| September 01 2010 Review: Fireflies: Photographs of Children, by Keith Carter FIREFLIES: PHOTOGRAPHS OF CHILDREN BY KEITH CARTER/ UNIVERSITY OF TEXAS PRESS/ 2009/168 PP./$50.00 (HB) Corinne Placilla Corinne Placilla CORINNE PLACILLA is a graduate student in English at the State University of New York, The College at Brockport. Search for other works by this author on: This Site PubMed Google Scholar Afterimage (2010) 38 (2): 38. https://doi.org/10.1525/aft.2010.38.2.38 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Corinne Placilla; Review: Fireflies: Photographs of Children, by Keith Carter. Afterimage 1 September 2010; 38 (2): 38. doi: https://doi.org/10.1525/aft.2010.38.2.38 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAfterimage Search This content is only available via PDF. © 2010 Afterimage/Visual Studies Workshop, unless otherwise noted. Reprints require written permission and acknowledgement of previous publication in Afterimage.2010 Article PDF first page preview Close Modal You do not currently have access to this content.

Children's experiences of the first year of primary school

ABSTRACT This article describes a study with first grade children and their views on the primary school curriculum, as well as their influence on decision‐making in school. The study was conducted with 20 six‐ and seven‐year‐old children in one primary school in Reykjavik, Iceland. The data gathered includes varied research methods such as group interviews, children's photographs and children's drawings to elicit the children's perspectives and opinions. Findings indicated that most of the children saw reading and mathematics as the main function of the first grade curriculum and the main role of the teachers is to teach these subjects. There were individual differences among the children in regards to their likes and dislikes in school. However, many children mentioned free time, recess and playing with other children as the most enjoyable part of school, while reading and mathematics were singled out as the most difficult and boring parts. The participating children did not experience democracy in schoo...

Child sexual abuse: informed or in fear?

Abstract A number of major organisations have, over the last five years or so, become involved in offering advice on the taking and use of photographs of children. The Information Commissioner's Office, for example, has issued guidance on the legal situation surrounding the photographing of children and the NSPCC has drawn up recommendations, for community groups, concerning the placement of children's photographs on websites.

Making meaningful space for oneself: photo-based dialogue with siblings of refugee children with severe withdrawal symptoms

The current study explores the use of children's photographs to establish a dialogue about everyday life with healthy siblings of refugee children with severe withdrawal symptoms (SWS). Asylum-seeking refugee children in Sweden with SWS have been officially observed since 2000, yet research has overlooked their healthy siblings. We studied three healthy siblings and found photography to be an applicable communicative tool. When parents focus their attention on the ill child, the healthy children create space for themselves and indicate both resilience and vulnerability. We suggest that, together with a dialogue, children's own photographs are useful for research with refugee children in vulnerable situations.

Children's and parents’ perspectives on the purposes of playschool in Iceland

Twenty-two 5- and 6-year-old children and their parents in one playschool in Reykjavik participated in this study designed to shed light on children's and parents’ views about their early childhood program. Group interviews, children's photographs, children's drawings, and a questionnaire administered as a game were used to elicit children's perspectives and opinions. Findings revealed considerable agreement between parents and their children about playschool as a safe haven for children and about the importance of playschool in education and life-long learning. Both groups reported that playschool emphasised learning rules for behaviour, communication, and play. Of their playschool experiences, children placed highest value on friendships with peers, freedom to choose what to do, and playing. Parents’ priorities included having their children learn to interact well with others; show respect, affection, and honesty; and gain self-confidence and positive self-image. Both parents and children viewed playing and outdoor activities as important parts of playschool life.

We Can Decide What to Play! Children's Perception of Quality in an Icelandic Playschool

The study was conducted with a group of 5 and 6 year old children in one playschool in Reykjavík, Iceland. The purpose of the study was to shed light on what life in an Icelandic playschool is like for the children attending the program, finding out their views on why they attend playschool, what they do and learn in playschool, what the adults do there, what they enjoy and what they don't like, and what they can or cannot decide in playschool. The study used varied research methods, such as group interviews, children's photographs, children's pictures, and a questionnaire using a cardboard game, to discover children's perceptions and opinions. The results of the study revealed that the children had strong opinions about their playschool life and expressed them clearly.

Children's perceptions of river landscapes and play: what children's photographs reveal

The insights that children's photography can provide into children's perceptions of river landscapes and play opportunities are focused upon, based on an analysis of over 500 photographs and comments generated during visits to two London rivers by children aged nine to eleven from three nearby schools. In their photographs, the children recognized the aesthetic appeal of specific natural features of the river landscapes, particularly trees. Some also appreciated broader river landscape ‘views’. The rivers themselves were seen as littered and polluted. Dangers were identified, but these were not seen as unmanageable. The children recognized the special character of the rivers as play places affording varied, adventurous and manipulable play opportunities, but wanted cleaner, safer, more accessible and managed rivers. Some differences were found in the responses of boys and girls and in the children's responses to the two rivers. The urban children taking part in the study showed little understanding of the functions that living and decaying riverside vegetation might have in river ecology, indicating a need for more environmental education.

Age and experience influence different verbal and nonverbal measures of children's scripts for the zoo

Age and experience are usually confounded in developmental research. In the present study, age and experience were quantified more precisely to determine whether each of them, controlling the other, was significant in estimating various measures of children's scripts for the zoo. Children (3- to 12-year-olds) were interviewed about the zoo before and after a group of them went to the zoo. Experience was the best predictor of the number of propositions children stated about the zoo. Whereas experience predicted tense use before, age predicted tense use after the zoo trip. The complexity of children's scripts (i.e., number of optionals and conditionals) depended on both age and experience. Children's photographs of the zoo served as a nonverbal assessment, and the percentage of animal photographs was predicted by age. The results suggested that script development is not complete by 7 years of age. Age and experience predict different measures of script knowledge.

Space and place in an Urban Landscape: Learning from children's views of their social worlds1

In this paper, I examine photos made by children as one part of a three‐year, ethnographic study of childhoods in different communities in California. Within this study, the children's photographs—and their talk about these and other images—illuminate distinctions between the urban spaces that outsiders might notice from particular urban places meaningful to children themselves. These images and commentaries reveal some of the ways in which the children's urban experiences are shaped by social class, gender, ethnicity, immigration, and racialization. They also confirm the importance of social relationships for the meanings that children attach to the urban landscapes in which they live.

Perception of malocclusion in 11-year-old children: a comparison between personal and parental awareness

In orthodontic counselling an understanding of how individuals perceive their occlusal features is important to ensure effective communication and for provision of adequate advice on treatment need. The purpose of the present study was to assess personal and parental awareness of malocclusion in children, and to examine whether agreement existed between children and their parents on assessments of malocclusion traits. Of 104 randomly selected fourth-grade children 99 presented themselves at a public dental clinic. Ninety-three accompanying parents attended. Awareness was assessed by comparing the opinion of parents and children on the presence or absence of anterior malocclusion with direct measurements on dental study casts. The subjects' abilities to identify a polaroid of the child's dentition in a panel of 17 alternative photographs were also used as a measure of awareness. The findings revealed a moderate level of awareness among both the children and their parents. About half of the children and the parents identified the child's photograph on the first attempt. About three-quarters of the traits recorded as marked/severe malocclusion and about half of the mild/moderate traits were recognized. A significant association existed between the number of correct reports on traits given by the children and the parents. However, agreement across professional, child, and parental assessments varied for the different traits. The results indicated that the individual's comprehension of professional terms may be unclear and that professionally defined cut-off points often do not coincide with norms existing within the actual family unit.

Contingent public posting of photographs to reinforce dental hygiene. Promoting effective toothbrushing by elementary school children.

This study examined the effectiveness of public posting of photographs as a reinforcer for low levels of dental plaque in first and second grade children. Using a multiple baseline design across classrooms, photographs were used after12 calendar days in classroom A and 28 calendar days in classroom B. Baseline consisted of feedback, instructions for plaque removal, praise for low levels of plaque, or encouragement to try harder if plaque levels were high. The following phase included the above components plus publicly posting the child's photograph contingent on low levels of plaque. When using photographs, there were reductions in the level of plaque in both classrooms, with clear downward trends apparent throughout the treatment phases.

The role of experience in judging children's photographs.

The role of experience in judging children's photographs.