http://hdl.handle.net/2436/42107 Sat, 18 May 2013 19:03:14 GMT 2013-05-18T19:03:14Z http://hdl.handle.net/2436/47436 Title: Mums, Dummies and Dirty ‘Dids’: the dummy as a symbolic representation of mothering? Authors: Whitmarsh, Judy Abstract: The bio medical expert literature, although contested, associates the use of dummies, soothers or pacifiers, with illness, dental malformation, impaired speech and language, and working-class mothering. This article suggests this negative perspective has filtered, via experts and the media, into public narratives of ‘good’ mothering. Interviews with 20 disadvantaged mothers demonstrate the complex negotiations undertaken to integrate dummy use into their personal ‘good-mothering’ narratives. Representing their hitherto ignored voices in the dummy debate allows a consideration of the context of, and influences on, dummy use. The article argues that rather than a symbol of inadequate working-class mothering, dummy use is a complex, highly negotiated, situated mothering practice. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/2436/47436 2008-01-01T00:00:00Z http://hdl.handle.net/2436/47424 Title: The Good, the Bad and the Pacifier: unsettling accounts of early years practice. Authors: Whitmarsh, Judy Abstract: In this article, interviews with eight managers and questionnaires from 75 practitioners are analysed to explore their perceptions of the role of pacifiers (or dummies) within the nursery. Managers and practitioners source their knowledge from the media, family/friends, and short professional speech and language courses; however, their perceptions of pacifiers derive from mainly contested research that has filtered into the public domain. This creates tensions between perceived parental rights to offer a child a pacifier, current UK guidelines and participants' own, often ambivalent, views. The article engages with Foucauldian concepts to explore how authoritative knowledge filters into everyday practice and to deconstruct relations of power within the early years setting. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/2436/47424 2008-01-01T00:00:00Z http://hdl.handle.net/2436/47423 Title: The Trampoline Tree and the Swamp Monster with 18 heads: outdoor play in the foundation stage and foundation phase. Authors: Waller, Tim Abstract: This paper considers pedagogy and outdoor play in the early years. The particular focus is on the specific features and benefits of outdoor play in the Foundation Stage (England) and Foundation Phase (Wales). The paper will draw on current international literature and evidence from outdoor learning constructed in an ongoing research project in two settings. In the project, children aged three to seven years are given regular opportunity to play and learn in natural wild environments. The paper will reflect on the development and opportunities for children's play themes and how these impact on pedagogy in early years settings. Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/2436/47423 2007-01-01T00:00:00Z http://hdl.handle.net/2436/47435 Title: ICT and literacy. Authors: Waller, Tim Abstract: This book: What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research. This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy. Explored in the book are: - the relationship between play and literacy; - the role environmental print has in early literacy development; - the language and literacy development of young bilinguals; - ideas, suggestions and justifications for the use of poetry; - a two-year research project, funded by Creative Partnerships; - key issues relating to family literacy. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/2436/47435 2008-01-01T00:00:00Z