Even a two-year-old can do it! The early stages of learning to understand moving-image media

Film scholarship has consistently avoided discussing how we learn to understand the complex, multimodal systems of communication that moving-image media (referred to here as ‘movies’) have evolved into over the last 125 years. This article offers some reasons for this neglect: in particular, the popular assumption that movies are extremely easy to understand, and the relative lack of research on two-year-olds – the crucial phase in which this learning must take place. Drawing on a 20-month study of a pair of dizygotic twins, a vignette of their early viewing behaviour illustrates the features of focused attention which characterized their investment of energy in trying to make sense of movies. An analysis of this phenomenon, using concepts from embodied cognition, shows how instinctive responses relate to thought and reflection. Setting two-year-olds’ movie-watching within the wider contexts of story-reading, play and the enjoyment of repetition, the article provides evidence that such learning does take place and can be seen as a significant aspect of two-year-olds’ “entry into culture”.      &nbsp

A Wider Lens

Until now, policy makers interested in tackling disadvantage have mainly relied on income poverty as their key measure. This approach, enshrined in the Child Poverty Act 2010, focuses mainly on income poverty, to the exclusion of other disadvantages like poor housing, worklessness and ill health. Recently, this income-based approach has come under growing criticism – in particular from the Field Review on Poverty and Life Chances – which instead advocated multidimensional measures, which provide a fuller picture of disadvantage. This report is the first large-scale analysis of Scottish families’ experiences of multiple disadvantage. Using data from the Scottish Household survey, it provides new analysis to help us understand the scale and nature of disadvantage affecting families in Scotland. This analysis has two key benefits beyond that of providing a more accurate picture. First, it is more easily understood by the public, while complex income-based measures are not. And second, it can contribute to better informed policy from both central and local government by identifying a variety of factors contributing to disadvantage. A Wider Lens is the first phase of a research project on family disadvantage in Scotland. The next stage will use indepth qualitative research techniques (including focus groups, diary-prompted interviews and ethnographic visits to families’ homes) to develop detailed knowledge of the challenges experienced by families suffering from multiple disadvantages, and to develop policy solutions to help overcome them

Some secret language: how toddlers learn to understand movies

The starting-point of this thesis is the hypothesis that, from at least 22 months old, children who watch movies (i.e. any moving-image media) may be learning how to make sense of them. Rather than looking for evidence of precursors to further learning (such as language, literacy or technological skills) or for the risks or benefits that movie-watching may entail, the thesis argues that viewing behaviour provides enough evidence about the practices and processes through which children of this age learn how understand movies, to indicate that this is a significant achievement, and has implications for later development. Data were gathered during an ethnographic study of two of my grandchildren (dizygotic girl and boy twins), covering a 20-month period (from ages 22 to 42 months) but focusing particularly on their third year of life. Analysis of the resulting 12.7 hours of video, together with observational field notes and parental interviews, draws on a combination of sociocultural and embodied cognition approaches in addressing the challenges of interpreting two-year-olds’ movie-viewing behaviour. Following the literature review in Chapter 1 and a description of the research design and method in Chapter 2, Chapter 3 provides a chronological account of three sequences of viewing events. The themes that emerged from the analysis of these sequences are discussed in Chapter 4, on emotion, and Chapter 5, on social and cultural learning. The thesis recognizes the role of movie-watching in human ontogeny, arguing that it is driven by emotions, and enabled by embodied simulations, and that the early learning enabled by children’s intensive – and often self-directed – viewing and re-viewing of movies is complementary to all their other cultural and social learning

Special Section Introduction: Mass Observation as Method

Since Mass Observation's foundation in 1937, the organisation has played witness to the great and the small events of everyday life during the last eight decades, recording people's opinions, beliefs and experiences, and making them available for researchers to develop new interpretations of British social life. Although the data produced is often messy and unwieldy and apparently contradicts many sociological assumptions about methodological rigour, the Archive is uniquely placed to offer detailed and exceptionally rich accounts of the fibre of everyday life and to reveal the deep complexities of family, personal and intimate life. As Mike Savage notes in Identities and Social Change in Britain since 1940, 'Mass-Observation is the most studied, and arguably the most important, social research institution of the mid-twentieth century' (Savage 2010: 57). He situates this significance in it providing the focus for the emergence of a new intellectual class in late 1930s Britain of people who identified with a social scientific outlook. Until that point in time, the main point of entry into intellectual circles for newly educated classes was through literary culture, which was often implicitly elitist and hierarchical in its attitude to wider society