Danielle is interested in exploring children’s participation in inquiry, particularly around broadening participation in science learning across multiple settings. She construes broadening participation efforts as twofold: (1) engaging children from underrepresented non-dominant communities in science and (2) broadening the forms of participation and sensemaking that are recognized as productive for science learning. This second form of broadening participation requires both improving understanding of children’s everyday sensemaking practices and building opportunities for children to draw upon those practices in designed learning environments.
Early Learning Across Contexts
PI: Reed Stevens
ELAC was a longitudinal study of young children’s learning and practices across settings that was funded by the Learning in Informal and Formal Environments (LIFE) Center, a NSF Science of Learning Center. The ELAC team of researchers collected video data of naturally occurring interactions across families (homes, yards, parks, zoos, stores) and classrooms (classrooms, gyms, playgrounds, parks). Danielle analyzed both phases of data of the same children over time, first in the preschool phase when children were ages 2-4, and then the early-elementary phase when children were ages 6-8. She also designed and collected the early-elementary phase data, incorporating participant-collected video and reflection-interviews in addition to ethnographic-video recordings of naturally occurring activity. Danielle authored and co-authored multiple conference papers and presentations. Her dissertation focuses exclusively on the ELAC project, as do several manuscripts currently in preparation.
In her writing, Danielle has developed a conceptualization of inquiry as a members’ pheonomenon. This conceptualization of inquiry captures a range of young children’s activity in families, shedding light on the diversity of sensemaking resources that children draw upon to better understand their world. She has also developed methods for tracing sensemaking practices within families, and has developed ways of capturing diverse forms of interaction (sensemaking practices, activities, demonstrable values) in relation to each other. This works helps explore how children come to experience the world in particular ways. In her ongoing work, Danielle is tracing sensemaking practices from home to school settings to better understand how children attempt to recruit their preschool teachers to engage with them in familiar forms of inquiry.