From a young age, children's math achievement is influenced by individual factors, such as math anxiety. While math anxiety has been linked to math avoidance, few studies have explored this link in young children, particularly in the context of play. Because play-based instruction is commonly used for math in early childhood classrooms,…

In light of the growing phenomenon of parent-child digital co-play of online games, we conducted a study to understand the different ways of digital co-play and how they can offer opportunities for the child's learning. We analyse four cases of parent-child digital co-play on "Let's Play" gaming videos with "Roblox" on YouTube.…

Discourses of children as deficient and deviant are common within the education system and shape the ways in which educators interact with and respond to children. To illustrate this, we conducted a critical discourse analysis of a provincial policy document that directs schools in the development of Codes of Conduct. Drawing on poststructural…

There is robust evidence that reading aloud with young children can help them learn new vocabulary. Building upon prior research, this study tested the effects of "both" book text features "and" readers' spontaneous extra-textual word-highlighting strategies on 3- to 4-year-olds' vocabulary retention from repeated read alouds…

Conceptualizations of childhood are powerful determinants of adults' interactions with children, and technology and social networking systems are affecting the nature of teachers' knowledge of childhood. We analyzed questionnaire responses from 57 elementary-level teachers from Quebec regarding children's use of "Facebook". Through…

Background: Family-centred care (FCC) is recognized as best practice in the delivery of early intervention services for children with hearing loss (HL) and their families. However, there has been little research involving direct observation of family-centred communication practices in paediatric hearing habilitation appointments, which means…

This case study examines how performative methodologies can offer opportunities for children to represent their emerging knowledges of the "constructed" and "embodied" dimensions of emotional experiences. I show how children's dramatised performances reveal how they appropriate the discourses of emotion (constructed emotion)…

Introduction: This paper problematises how children are categorised as a specific user group within information behaviour research and discusses the implications of this categorisation. Methods: Two edited collections of papers on children's information behaviour are analysed. Analysis: The analysis is influenced by previous discourse analytic…