Contemporary Issues in Early Childhood
ISSN 1463-9491

CONTENTS [click on author's name for abstract and full text]

Sue Grieshaber & Lynn Wilss. Editorial, pages 315‑316 doi:10.2304/ciec.2009.10.4.315 VIEW FULL TEXT
Vijetta Bachraz & Rebekah Grace. Creating a Different Kind of Normal: parent and child perspectives on sibling relationships when one child in the family has autism spectrum disorder, pages 317‑330
Lynn E. Cohen. The Heteroglossic World of Preschoolers’ Pretend Play, pages 331‑342
Stuart Reifel. Girls’ Doll Play in Educational, Virtual, Ideological and Market Contexts: a case analysis of controversy, pages 343‑352
Sue Dockett, Bob Perry, Emma Kearney, Anne Hampshire, Jan Mason & Virginia Schmied. Researching with Families: ethical issues and situations, pages 353‑365
Ramona Freeman & Terri Jo Swim. Intellectual Integrity: examining common rituals in early childhood curriculum, pages 366‑377
Felicity M.F. Cruz & Sharla L. Snider. Storying with Technology: an approach to connect children and adults using the new technology and media landscape, pages 378‑388

COLLOQUIUM
Neeru Sharma, Ruchira Sapru & Ruchi Mahajan. Intergenerational Beliefs of Mothers and Grandmothers Regarding Early Childhood Stimulation in (Rural) Jammu, India, pages 389‑392

BOOK REVIEWS
Studying Children: a cultural-historical approach (Mariane Hedegaard & Marilyn Fleer, with Jytte Bang & Pernille Hviid), reviewed by Ann Merete Otterstad, pages 393‑399
Rethinking Learning in Early Childhood Education (Nicola Yelland, Libby Lee, Maureen O’Rourke & Cathie Harrison), reviewed by Shaleen Prowse, pages 399‑401 doi:10.2304/ciec.2009.10.4.399 VIEW FULL TEXT

Creating a Different Kind of Normal: parent and child perspectives on sibling relationships when one child in the family has autism spectrum disorder

VIJETTA BACHRAZ Institute of Early Childhood, Macquarie University, Australia
REBEKAH GRACE Children and Families Research Centre, Institute of Early Childhood, Macquarie University, Australia

doi:10.2304/ciec.2009.10.4.317

This article reports findings from a study that explored the nature of sibling relationships when one child in the family has autism. It employs a collective case study approach to capture the perspectives of parents and young children (aged four to seven years) from three different families. A multifaceted exploration of sibling relationships was achieved by employing qualitative methods including in-depth interviews with parents and children and naturalistic observations. Family systems theory and ecocultural theory provided the theoretical backdrop to this research. The results support previous research which points to issues such as differential treatment of siblings and the development of a non-typical relationship with the sibling with autism. Where this study diverges is in its interpretation of these findings. This article challenges the subjective nature of the concept of ‘normalcy’ which pervades the dominant discourse in disability research. It seeks to understand the resilience and processes of families as they set about creating their own kind of normal.

The Heteroglossic World of Preschoolers’ Pretend Play

LYNN E. COHEN Department of Special Education and Literacy, Long Island University Brookville, NY, USA

doi:10.2304/ciec.2009.10.4.331

This inquiry applied Bakhtin’s dialogic process to the pretend play of preschool children using an interpretive approach. It used vignettes from videotaped data and Bakhtin’s theories of dialogism and heteroglossia to provide an understanding of how children appropriate social roles and rules in pretend play and use a variety of ‘voices’ in role enactment. The study also demonstrates how role enactment contributes to the development of children’s ideological self; and how the relation between the self and social/cultural contexts, a perennial issue in the social sciences, is evident within preschool children’s pretend play. When applying Bakhtin’s dialogic theory to pretend play, three facets became evident. First, children appropriated and assimilated others’ words in play. Second, children engaged in a heteroglossic world as they employed different ways of talking to enact play roles. Third, children engaged in a struggle between an authoritative voice and internally persuasive discourse.

Girls’ Doll Play in Educational, Virtual, Ideological and Market Contexts: a case analysis of controversy

STUART REIFEL Department of Curriculum and Instruction, The University of Texas at Austin, USA

doi:10.2304/ciec.2009.10.4.343

The purpose of this study was to explore an example of girls’ doll play in contemporary US culture, including its virtual, political, marketing, and other contextual meanings. The narrative that provoked the analysis was a brief news report about a controversial school function – a school fund-raiser fashion show featuring American Girl doll costumes. The show was cancelled when advocacy groups asserted connections between American Girl dolls and pro-abortion, pro-lesbian groups. The textual analysis of this case found complicated interconnections between the education and the culture and politics of doll play, Web support for that culture, the role of merchandizing related to doll play, assumptions about the relationship of play to schooling, morality, and Web communications that seem to enable communities with diverse perspectives on girls and their doll play. The evolution of play’s meanings for child development appears to be complicated by connections to the Web, politics ascribed to toys and toy manufacturers, and the web of connections between toys and the larger economic context.

Researching with Families: ethical issues and situations

SUE DOCKETT, BOB PERRY, EMMA KEARNEY Charles Sturt University, Albury, NSW, Australia
ANNE HAMPSHIRE Mission Australia, Sydney, Australia
JAN MASON & VIRGINIA SCHMIED University of Western Sydney, Australia

doi:10.2304/ciec.2009.10.4.353

This article draws on an Australian project engaging with families with complex support needs as their children start school. The project itself is focused on developing collaborative research relationships between families, community support agencies and researchers with the aim of investigating what happens for families during the transition to school. In particular, the project has focused on developing strategies that promote recognition of family strengths, as well as challenges, and that support a positive start to school education. This article reports a range of ethical issues and situations encountered throughout the project. The aim of reporting these is to share some of the critical reflections about the assumptions underpinning the research, ethical engagement with research participants, and the responsibilities researchers have. In particular, the authors share reflections about the nature and implications of conducting research with families, accessing research participants and strategies for engaging with research participants. The approach taken in the project, and this article, reflects assumptions about research as an ethical process and the need for researchers to consider the ethical issues and situations they meet within research contexts.

Intellectual Integrity: examining common rituals in early childhood curriculum

RAMONA FREEMAN Kent State University, Salem, Ohio, USA
TERRI JO SWIM School of Education, Indiana University–Purdue University Fort Wayne, USA

doi:10.2304/ciec.2009.10.4.366

This article examines two constructs – ritual and intellectual integrity – as they might unfold in early childhood settings. The authors use the popular practices of closed-ended crafts, calendar exercises, and worksheets to highlight the difference between learning experiences that have become formulaic habits and those that reflect rich and potent opportunities for children’s thinking, imagining, and reflecting. The authors then analyze the calendar ritual and suggest ways to modify these experiences to indicate intellectual integrity and curricular depth that early childhood educators can offer to children.

Storying with Technology: an approach to connect children and adults using the new technology and media landscape

FELICITY M.F. CRUZ & SHARLA L. SNIDER Texas Woman’s University, Denton, USA

doi:10.2304/ciec.2009.10.4.378

As our technology-rich society absorbs the impact of fast-paced technology evolution, we face a desperate situation: a widening digital divide, especially the intergenerational divide between adults and children. The proposed ‘Storying with Technology’ approach presents a structure to guide adults while engaging with children in meaningful activity surrounding technology. The purpose of the approach is to promote connection and reconnection, meaning making, and the development of multiple literacies. Because of the presence of evolving technology, both children and adults must deal with a fluid identity, relationship, culture, and society. Storying with Technology is an approach that guides individuals through activity to maintain relationships with the self, with the other, and with the object.

Intergenerational Beliefs of Mothers and Grandmothers Regarding Early Childhood Stimulation in (Rural) Jammu, India

NEERU SHARMA, RUCHIRA SAPRU & RUCHI MAHAJAN Postgraduate Department of Home Science (Human Development), University of Jammu, Jammu and Kashmir, India

doi:10.2304/ciec.2009.10.4.389

The present research was conducted to study the intergenerational differences in parental beliefs of the Lobana community in the rural district of Jammu in the Jammu and Kashmir state of India. The sample comprised 30 mothers and 30 grandmothers, selected from the R.S. Pura tehsil of the Jammu district. Data was collected using a modified parental belief survey. The results reveal that the majority of the mothers were educated and had studied to the higher secondary level, while the majority of the grandmothers were illiterate. The mothers’ and grandmothers’ views reported from the modified parental belief survey demonstrate a varied perception between the two groups. There was a difference between views expressed about spoiling a child, floor freedom, and discipline and control. The importance of storytelling was emphasised by the grandmothers.

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