This book takes a radically new approach to the well-worn topic of children’s relationship with the media, avoiding the ‘risks and benefits’ paradigm while examining very young children’s interactions with film and television. Bazalgette proposes a refocus on the learning processes that children must go through in order to understand what they are watching on televisions, phones, or i Pads. To demonstrate this, she offers unique insight from research done with her twin grandchildren starting from just before they were two years old, with analysis drawn from the field of embodied cognition to help identify minute behaviours and expressions as signals of emotions and thought processes. The book makes the case that all inquiry into early childhood movie-viewing should be based on the premise that learning–usually self-driven–is taking place throughout.
Table des matières
1. Introduction.- Part I: Background and Argument.- 2. Beyond ‘Risks or Benefits’.- 3. Two-Year-Olds’ Movie Learning.- 4. The Nature of the System.- 5. Evolution, Neuroscience and Embodied Cognition.- Part II: Aspects of Movie-Learning.- 6. Fear, Distress and Sadness.- 7. Reality and Make-Believe.- 8. Understanding Narrative.- 9. Viewing Together.- 10. The Value of Movie-Learning.
A propos de l’auteur
Cary Bazalgette is an Honorary Research Fellow in the Department of Culture, Communication, and Media at the UCL Institute of Education, UK. Previously, she was Head of Education at the British Film Institute.
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