By Hayley Davies
Educated by way of ethnographic study with little ones, Davies deals new sociological insights into kid's own relationships, in addition to heavily studying methodological methods to studying with kids and studying relationships.
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Extra info for Understanding children’s personal lives and relationships
A ‘sense of shared biography’, knowing a person for a long period of time or since birth and sharing experiences ‘resulting in deep and intimate knowledge of the other’ is shown to be highly significant in children’s relationships with kin (Mason and Tipper, 2008a, p. 455). More generally, the longevity of relationships has been found to be central to children’s construction of kinship (Morrow, 1998a; Mason and Tipper, 2008a; Davies, 2012). In my previous study, referred to above, I found that for children who lived apart from close family members, such as non-resident fathers with whom the children had regular and valued contact, ‘family time together accrued, and the passing of time represented the accumulation of both Exploring Key Concepts and Understandings 27 mundane and special intimate knowledge which was constitutive of family’ (Davies, 2012, p.
138). Conclusion In this chapter, in examining what we already know about how children develop relationships and intimate connections, I have sought to Exploring Key Concepts and Understandings 33 focus attention on the limited research about children’s embodied relationships and sensory engagements with others, and to illuminate the meaning that children attribute to these exchanges as a means of communication and in defining their relationships. There is further research needed in this area to understand children’s relationships better, and I have shown that relatively new concepts such as ‘bodily monitoring’ may assist with that agenda and be fruitful for approaching (for example) children’s sibling relationships.
2000) surveyed 941 children aged 10–11 and conducted 63 interviews with children living within different family types, including: with both parents; with a lone mother; with a mother and step-father; and in foster care. , 2000, p. 116). , 2000, p. 176) – and the types of care in which children participated, there are few examples of children’s accounts of caring for siblings that attend to children reading and responding to sibling needs in embodied ways. Since these studies have been produced, in-roads have been made into ways of theorising embodied intimate and family practices (Morgan, 2011), which may prove fruitful to inquiries into sibling relationships.