Projects per year
The contribution draws on empirical material from participatory, psychological praxis co-research in two Danish daycare institutions in order to analyze how knowledges become renegotiated via the use of mobile screen media devices. It discusses how the digital organization of education and care affects the knowledges produced within the institution, as well as the knowledges that sustain the institution as purposeful in the everyday life of children, parents and educators. In particular, the discussion focuses on how knowledges of caring may be sociomaterially shifting, including how the significance of children’s knowledges in co-constituting acts of caring may become marginalized, given that their continuously developing caring agency cannot be meaningfully integrated into the adult-oriented processes of digitalizing institutional key tasks. It will be argued that knowledges and practices of caring instead become increasingly determined by preconfigured, abstract notions of what care implies – as can also be inferred from current debates of smart care toys, and of how they afford particular caring notions and actions by playing children (cf. Berriman & Mascheroni, 2018).
Meanwhile, much of the pedagogical staff I collaborated with are highly ambivalent about such standardizing organization of care, as the educators have been used to co-exploring children’s caring knowledges and agencies in situated ways, across digital and analogue practices, and across the children’s everyday life contexts. The educators need to learn from the children about their caring knowledges and agencies so that the children can meaningfully learn about care from the educators. Such creative, necessarily mutual learning processes (Højholt & Kousholt, 2019) can also be purposefully promoted via digitally mediated, multimodal pedagogical projects, as will be illustrated via a long-term preschoolers project implementing a cross-media theatrical stage play, but that requires subsuming the digital media’s affordances to the affordances of mutual caring agencies and practices. Finally, therefore, the contribution proposes a pedagogical-analytical methodology of co-exploring each other’s knowledges and agencies of care – a co-exploration that can well be digitally supported by screen media and according software, but must essentially remain open for transgenerational, mutually caring renegotiations across analogue and digital pedagogical practices.
|Publication status||Published - 2019|
|Event||Children and Adolescents in the era of SmartScreens: Risks, threats and opportunities reloaded - Universidad de Salamanca, Salamanca, Spain|
Duration: 19 Sep 2019 → 20 Sep 2019
|Conference||Children and Adolescents in the era of SmartScreens|
|Location||Universidad de Salamanca|
|Period||19/09/2019 → 20/09/2019|
Niklas Alexander Chimirri (Participant)19 Sep 2019 → 20 Sep 2019
Activity: Participating in or organising an event › Organisation and participation in conference
Toward a digitally supported, transgenerational co-exploration of young children’s knowledges of care
Niklas Alexander Chimirri (Speaker)20 Sep 2019
Activity: Talk or presentation › Lecture and oral contribution