- Cut it out! Materiality and Action in Children’s Play and Toymaking
Karen Wohlwend & Jaye Johnson Thiel Indiana University, USA
- Chestcam tales: Exploring embodied ethnography with young children
Jackie Marsh, University of Sheffield, UK
- The development of childhood cultures
Anne Haas Dyson, Illinois University, USA
Section Two: Studying specific groups of children
- Meeting the needs of students in a multilingual classroom: Linking Research to Practice
Rahat Zaidi, University of Calgary, Canada
- Research with children with SEN
Melissa Allen, Lancaster University, UK
- Children from diverse backgrounds
Jim Anderson, British Columbia
Section Three: Studying children’s practices at home and in lab settings
- Learning at home
Laidlaw, O’Mara & Wong, Deakin University, Australia
- Community-based research
Pam Whitty, University of New Brunswick, Canada
- Using magnetic resonance imaging in infants and young children and its implication for bridging the fields of Neuroscience and Education
Nadine Gaab, Harvard University, USA
Section Four: Children’s global practices and movement through space
- "Talk into my GoPro, I’m making a movie!" Using digital ethnographic methods to explore children’s experiences in the woods
Debra Harwood & Diane Collier, Brock University, Canada
- Deep hanging out: artifactual literacies and ethnographic methods
Margaret Somerville & Sarah Powell, Western Sydney University, Australia
- Getting away from the screen: the play affordances of Internet connected toys
Donell Holloway, Edith Cowan University, Australia
Section Five: Studying children’s learning with others
- This is the stuff that literacies are made of: Researching children’s learning with grandparents and other elders through ethnographic methods
Rachel Heydon, & Xiaoxiao Du, University of Western Ontario, Canada
- Children and parents interacting together with an app support
Kathy Sylva & Fiona Roberts, University of Oxford, UK
- Children learning in their families
Tisha Lewis, University of Georgia, USA
Section Six: Children’s learning through body, embodiment and haptics
- Embodiment
Kerryn Dixon, Wits University, South Africa
- Technologies, affordances, children and (embodied) reading: a call for intedisciplinarity
Anne Mangen, Trude Hoel, Thomas Moser, University of Oslo, Norway
- Valuing Signs of Learning: A Multimodal Perspective on Observation and Digital Documentation in Early Years Classrooms
Kate Cowan, University College London, UK
Section Seven: Studying reading and interacting on screen
- Eye-tracking and e-books
Zsofia Takacs, Eötvös Loránd University, Hungray
- Lab-based studies of children’s reading on screen
Brenna Hassinger and Rebecca Dore, University of Delaware, USA
- Visual methods for studying children’s interactions on screen
Abi Hackett & Lucy Caton, Manchester Metorpolitan University, UK
Section Eight: Children’s multiliteracies
- Who's helping who?: Young children seeking help when learning to write
Annette Woods, Queensland University of Technology, Australia
- Children’s literature and critical literacy
Peggy Albers, Georgia State University, USA, together with Vivian Vasquez and Jerry Harste
- Methodologies without methodology: (Re)imagining research practices when thinking with poststructural and posthumanist theories
Candace Kuby, Missouri University, USA
Section Nine: Children’s drawing, mark-making and arts
- Studying science apps in low-income pre-schools
Lena Lee, Miami University, USA
- Storying as a methodology in early years classrooms
Cathy Burnett and Guy Merchant, Sheffield Hallam University, UK
- Student generated visual narratives: lived experiences of learning
Narelle Lemon, La Trobe University, Australia
- Arts-based methods
