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More than just toys: toys that represent impairment, their online accessibility and diversity in Australia, and early childhood educators' perspectives towards them

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thesis
posted on 28.03.2022, 13:02 by Aliza Salvador
Children's toys have been suggested to play both a passive and active role through reflecting and shaping individual attitudes towards marginalised groups in society, including people who experience disability (Ellis, 2015; Sutton-Smith, 1986, 2009; Barton & Somerville, 2012). Consequently, disability advocates are recognising and problematising the small amount oftoys that represent impairment, particularly now that efforts to include children who experience disability are increasing within education settings and beyond. Despite this, there is little empirical research on toys that represent impairment. In this study, I commit to viewing impairment from the affirmative model (Swain & French, 2000). I draw on resistance theory (Friere, 1970), and borrow elements from critical multimodal discourse analysis (van Leeuwen, 2013), in the methods and interpretations. The aims of this study were twofold: to explore the accessibility and diversity of children's toys that represent impairment within major Australian online toy stores,through content analysis; and to investigate early years educators' perspectives on the use of these toys in their practice,through the distribution of an online survey. Findings from the content analyses reveal that toys that represent impairment were limited in range, mainly supporting common disability/impairment stereotypes. This is further complicated when contrasting educational websites with non-educational websites. Findings from the survey suggest that educators regard toys that represent impairment as important and beneficial for the education of young children overall;however, educators continue to face multiple barriers impeding their ability to obtain and use such toys. These findings have implications for persons responsible for providing toys to children, and methodological implications for the critical disability studies field.

History

Table of Contents

Chapter 1: Introduction -- Chapter 2: Literature review -- Chapter 3: Methodology -- Chapter 4: Results -- Chapter 5: Discussion -- Chapter 6: Conclusion.

Notes

Bibliography: pages 104-113 Theoretical thesis.

Awarding Institution

Macquarie University

Degree Type

Thesis MRes

Degree

MRes, Macquarie University, Faculty of Human Sciences, Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award

2017

Principal Supervisor

Kathy Cologon

Additional Supervisor 1

Emilia Djonov

Rights

Copyright Aliza Salvador 2017 Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Extent

1 online resource (142 pages)

Former Identifiers

mq:71749 http://hdl.handle.net/1959.14/1277695