Global Childhoods Interdisciplinary Webinar Series 2023 - hosted by The University of Nottingham Global Childhoods Research Group
Chair: Dr Kerryn Dixon, School of Education, University of Nottingham
Programme
1. Evaluating and implementing EdTech programmes in Sub-Sahara Africa and the UK: child, teacher, community, and policy perspective
Professor Nicola Pitchford, School of Psychology, University of Nottingham, UK
Abstract
For the past decade I have been leading an international programme of research into the effective use of educational technologies to improve foundational learning of young children in different countries in the world, especially Sub-Sahara Africa. I will describe the key features of this research programme and will demonstrate how the technology and implementation can promote an inclusive learning environment for different groups of children, including those with special educational needs and out-of-school children living in remote settings. I will report of recent research demonstrating the need to take a holistic approach to research in this area, by reporting on the perspectives of key actors and beneficiaries, including children, families, communities, and government.
Biography
Nicola is a Professor of Developmental Psychology at the University of Nottingham, UK. For the past decade she has been researching the effectiveness of mobile technologies in supporting the acquisition of foundational skills, basic mathematics and literacy, with primary school children around the world. She has worked extensively in Sub-Sahara African evaluating and implementing the onecourse programme developed by onebillion – co-winners of the Global Learning XPRIZE. She works with marginalised groups of children, including those, especially girls, living in extreme poverty, residing in resource-poor settings, and children with Special Educational Needs and Disabilities.
2. Reliving my childhood experiences through my learners- A self- study research
Dr Ntokozo Mkhize, School of Education, University of KwaZulu-Natal, South Africa
Abstract
The paper describes my exploration of social and emotional learning as a primary school teacher in a Grade 4 classroom. It also illuminated how I improved my teaching practice by valuing and listening to children’s voices. I have experience as a primary school teacher, and as a Ph.D. candidate, I explored social and emotional learning in a Grade 4 classroom from a scholarly perspective. I present a detailed description of the methodological interactions and the theoretical underpinning that guided my interactions with the Grade 4 study participants. I offered a detailed portrayal of interactions during lessons in various subjects. I also documented the lessons in my teaching developmental portfolio, which included journal entries and learners’ written and drawing activities. As I engaged in this self-study project, I explored teacher learning and social and emotional learning from a socio-cultural theoretical perspective, emphasising the importance of working together in educational settings to make sense of collective and individual experiences. The importance of working collaboratively with children in a primary school educational setting to make sense of both the teacher’s and the learners’ collective and individual experiences is discussed. The findings affirm that young children’s voices need to be foregrounded to enhance teaching and learning practices. Children’s dignity and perspectives must be acknowledged as they are the key contributors to and recipients of educational processes. The study affirms the importance of crediting young learners’ diverse perspectives and lived experiences in classroom interactions and asserts that this obligates teachers to listen to children emotively and consciously.
Biography
Dr Ntokozo Mkhize is a teacher educator at the University of KwaZulu-Natal (South Africa) and an emerging researcher. I received my Ph.D. qualification in Teacher Development Studies in May 2021. Her research focused on social and emotional learning in her Grade 4 classroom. The title of Ntokozo’s thesis was ‘Exploring Social and Emotional Learning in a Grade 4 Classroom: A Teacher’s Self-Study’. I currently teach and supervise postgraduate students under the Teacher Development Studies discipline and am a BEd Honours Coordinator in my discipline. I was a primary school teacher for 8 years before being appointed lecturer. As I grow in my career, I continue to advocate for social justice in education, differentiated learning, social and emotional learning, learner behaviour support, and integrating cultural inclusivity in classrooms.
3. Using gamebooks in research with children: information sources, educational resources and data collection
Dr Jonathan Halls, School of Education, University of Nottingham, UK
Abstract
Gamebooks involve non-linear narratives where reader choice determines what happens in the book (e.g., choose-your-own-adventure books). While underused in educational research, I will outline how gamebooks can be used as a tool to support child-inclusive research methodologies. This will focus on three broad areas:
- gamebooks as sources of information (for example explaining ethics to participants)
- gamebooks as educational resources (for example a prompt for group discussion)
- gamebooks as data collection tools (for example child created narratives)
Finally, I will highlight freely available tools for creating gamebooks.
Biography
Johnny is an Assistant Professor in Learning Sciences, with a background in Early Years education. He is interested in the preconceptions that children bring to formal education, especially early science education. His research concerns a) cognitive and socio-cultural factors that influence the development of preconceptions and b) the design of educational resources to challenge beliefs and resulting behaviour. Current work involves the design of educational gamebooks to increase engagement in pro-environmental behaviours. Johnny is an Assistant Professor in Learning Sciences, with a background in Early Years education. He is interested in the preconceptions that children bring to formal education, especially early science education. His research concerns a) cognitive and socio-cultural factors that influence the development of preconceptions and b) the design of educational resources to challenge beliefs and resulting behaviour. Current work involves the design of educational gamebooks to increase engagement in pro-environmental behaviours.
4. Re-calling early memories of school through drawings: A teacher educator’s self-study
Dr Makie Kortjass, School of Education, University of KwaZulu-Natal, South Africa
Abstract
As a teacher educator of early childhood mathematics education in South Africa, I have been studying my lived experiences of my practice to prepare pre-service teachers for their work with children. When preparing pre-service teachers, there is a need for teacher educators to show how they can use different strategies and incorporate play into early childhood mathematics. Mathematics for young children should be in a way that they can make meaningful connections through play and exploration. In this study, I used the memory work self-study method with my students to recall early memories of school through drawings. Their drawings helped me gain a better understanding of their insights into their encounters of learning mathematics as young children.
Biography
Makie Kortjass is a senior lecturer in the Early Childhood Education discipline (School of Education) at the University of KwaZulu-Natal (UKZN; South Africa). Dr Kortjass’ current work involves lecturing in an undergraduate program and supervising post-graduate students. Her research focuses on the integrated learning approach as an innovative strategy that she cultivates with her student teachers. This strategy requires a critical awareness of how mathematical relationships are used in social, environmental, and cultural relations. Makie has been instrumental in establishing partnerships and collaborations between the University of Denver and UKZN to develop the Bachelor of Education in Early Childhood Care and Education (B.ED. ECCE) program and the teaching school at UKZN. She is a coordinating committee member of the self-reflexive research support group at her institution, which provides academics with a reflective means to study and write about their teaching practices while engaging with colleagues for support and critique. Makie has published articles and book chapters on early childhood mathematics in teacher education and self-reflexive methodologies.