In the workshop session, I would like to introduce you my second year research project titled “Exploring Parents’ Perception and Design of Out of School Time”, for which I collected and analyzed data and am in the process of organizing and writing up my findings alongside my literature review. I’m trying to understand how parents’ socio-economic status, neighborhood, housing situation, school choice, race and ethnicity are shaping children’s free time in NYC. I’m analyzing my data (some interviews & demographic information and online documents) by using dynamic narrative inquiry, a methodology that looks at narratives coming from different perspectives, positions and genres in a particular issue of concern as interacting with one another in “social network environments” (Dauite 2014), as all related and talking to one another without literally doing so.

During the workshop time I’m planning to briefly introduce my research and my data but I mainly need your help for my literature review, which I outline in the following paragraphs. It will probably be two sections as such with the content some of which I noted down under. These are the headings that are speaking to my data even though the organization might change a little bit afterwards. I would be very happy if you’d share with me your literature suggestions touching upon these topics I mentioned. I want to write my final paper in the form of this literature review.

–Historical Overview of the Out of School Time in NYC

emerging as an idea of supporting low to middle-income children after children’s participation in labor force dropped and school participation increased, urban change during that time (1880s-1930s…), investment in playgrounds and organized play and after-school programs and then disinvestment in play staff and recess…

the notion of free time of children as “risk and opportunity” (Halpern 2002; 2014)

organized time for well-off – less and less free play (?)

–Parenting ideologies and practices in the context of neoliberalization of education and childhood

safety and security concerns of parents in the city environment

high regulation time and space-wise

ideas about child development : learning over play

individualization of responsibilities as reality (pay for everything, it all depends your social capital etc, parents as partners in school organization, hyperattentive and controlled…) – transferring these to children for upper classes or parenting anxieties – what are we going to do and how are we gonna make sure child is going to be fine..

disinvestment in public services – neighborhood distribution (upper east side, williamsburg vs. flushing….)

no child left behind – assessments and academic pressures

erasure of recess

child as an investment

Thanks all for your help and suggestions,

Bengi

HI All,

If anyone wants to talk about YA dystopias/ speculative fiction for their tailored sessions, that is definitely an interest of mine…CH

Maritha. 09/19/2019. Prof. Carrie Hintz.

Course: Introduction to Childhood and Youth Studies.
Readings:
Eugene F. Provenzo, Jr. (2009)” Friedrich Froebel’s Gifts: Connecting the Spiritual and Aesthetic to the real world of Play and Learning”.
Carrie Hintz and Eric, L. Tribunella (2019). “Historicizing Childhood” from Reading Children’s Literature: A Critical Introduction.

Froebel promotes dialectical thinking at early age; How beneficial is dialectical thinking for children?
Who would you rather be a child raised by Froebel or a child raised by Rousseau, explain why?
When and up to what age are parents responsible for the acts/behavior of their child?
What is your personal understanding of spirituality and how does is it influence a child’s development?
The existing competing conceptualizations of children affect how children perceive themselves. How can parents and teachers assist and guide a positive development of children’s self-perception?

1. Are Froebel’s gifts still useful? is it simply child’s play or concrete learning?
2. With yoga and meditation being added to school’s curriculum for students to build relationships with themselves, could this lead to contemporary educators reintroducing Froebel’s work into their classrooms?
3. Does religion or spirituality have a place in our school system?
4. Has religion deeply influence how adults view, treat, hurt and understand children?
5. Is a “childhood” the inherit right of a child or is it a privilege?

Childhood Studies Questions – September 12

• How do remembering our childhood experiences add to our understanding of children or childhood? How do we avoid the “nostalgic distance” that Coats (2001) is talking about, in our everyday or disciplinary narratives?
• Why is the US not ratifying the UN Convention on the Rights of the Child?
• What does “children as a social class” mean? Can we talk about a unified interest(s) of children?
• Do all children have the same needs when it comes to attachment?
• In which issues related to children relying on theory might be a good source rather than seeking for measurement/assessment/pragmatic “solutions”?

By September 15th, can you email to indicate how you would like to use your workshop/ tailored session?  I estimate that each participant will have about 30 minutes.  People can combine their sessions if they like, and once I hear from you I might group people together by common interests.

I look forward to meeting you all soon and working with you in Fall 2019!

This is the area on our site where discussion questions will be posted. Every participant in the seminar will be responsible for generating three or four discussion questions once a term.  Note that this blog assignment asks you to produce questions, not discursive posts.  Let your curiosity guide you here—and try to pose questions that will spark the most open-ended, engaged discussion.