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Centering a Young Child through Care and Trust to Lead a Co-Observation Relational Learning Ecology.

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Title: Centering a Young Child through Care and Trust to Lead a Co-Observation Relational Learning Ecology.
Authors: Keifert, D Teo (AUTHOR), Poof, Team (AUTHOR)
Source: Research on Children & Social Interaction. Jun2026, Vol. 10 Issue 1, p76-110. 35p.
Abstract: Counter to pejorative representations of children's competencies, here we show that young children can lead co-research when they trust that adults will follow. Our research team—child, caregiver, and university-based members—present an interactional, multimodal analysis of video data in the co-development of a virtual relational learning ecology. We examine the role of talk, gaze, touch, body orientation, and facial expression in communicating care, demonstrating trust, and supporting the educational dignity of a young learner, leader, analyst, and author as they engage in showing valued artifacts and practices. While we acknowledge the entire research team's interactional efforts to center the child, we also illustrate the child's leadership in our learning ecology that allowed us to weave their perspective, experience, and family culture in representing learning. [ABSTRACT FROM AUTHOR]
Copyright of Research on Children & Social Interaction is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Centering a Young Child through Care and Trust to Lead a Co-Observation Relational Learning Ecology.
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  Data: <searchLink fieldCode="JN" term="%22Research+on+Children+%26+Social+Interaction%22">Research on Children & Social Interaction</searchLink>. Jun2026, Vol. 10 Issue 1, p76-110. 35p.
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  Data: Counter to pejorative representations of children's competencies, here we show that young children can lead co-research when they trust that adults will follow. Our research team—child, caregiver, and university-based members—present an interactional, multimodal analysis of video data in the co-development of a virtual relational learning ecology. We examine the role of talk, gaze, touch, body orientation, and facial expression in communicating care, demonstrating trust, and supporting the educational dignity of a young learner, leader, analyst, and author as they engage in showing valued artifacts and practices. While we acknowledge the entire research team's interactional efforts to center the child, we also illustrate the child's leadership in our learning ecology that allowed us to weave their perspective, experience, and family culture in representing learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research on Children & Social Interaction is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3138/rcsi-2024-0011
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        Text: English
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              Text: Jun2026
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              Y: 2026
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