The Place of time in children’s being

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter approaches children’s spatialities from a temporal perspective. It explores how children experience, understand and create histories in relation to the places they inhabit. Following archaeologist Chris Tilley who has argued that, ‘places gather together persons, memories, structures, histories, myths and symbols’ (Tilley, 2004, p. 25), I will discuss ideas of children’s spatiality in relation to the temporality of place, the development of children’s understanding of such, and the role of family, friends and teachers in shaping their encounters and interpretations. Drawing from two examples of children’s experiences of being in historical places, I will show how children develop an embodied knowledge of the temporality of places. The first example considers the experiences of children in the formal context of a small rural primary school with a community archaeologist, in which children’s participation in an archaeological excavation created a particular way of understanding the relationship between places and their history. The second example explores the experiences of children visiting stone circles while participating in everyday family activities such as visiting heritage sites at weekends or on holiday, going for walks, exercising dogs, cycling and picnicking.
Original languageEnglish
Title of host publicationChildren's Spatialities
Subtitle of host publicationEmbodiment, Emotion and Agency
EditorsAbigail Hackett, Lisa Proctor, Julie Seymour
Place of PublicationBasingstoke ; New York
PublisherPalgravre
Pages39-53
Number of pages15
ISBN (Electronic)978-1-137-46498-9
ISBN (Print)978-1-349-55587-1
DOIs
Publication statusPublished - Oct 2015

Publication series

NameStudies in Childhood and Youth
PublisherPalgrave Macmillan UK

Fingerprint

experience
history
rural school
weekend
holiday
primary school
symbol
myth
interpretation
participation
human being
time
teacher
community

Cite this

Curtis, E. (2015). The Place of time in children’s being. In A. Hackett, L. Proctor, & J. Seymour (Eds.), Children's Spatialities: Embodiment, Emotion and Agency (pp. 39-53). [2] (Studies in Childhood and Youth). Basingstoke ; New York: Palgravre . https://doi.org/10.1057/9781137464989_3

The Place of time in children’s being. / Curtis, Elizabeth.

Children's Spatialities: Embodiment, Emotion and Agency. ed. / Abigail Hackett; Lisa Proctor; Julie Seymour. Basingstoke ; New York : Palgravre , 2015. p. 39-53 2 (Studies in Childhood and Youth).

Research output: Chapter in Book/Report/Conference proceedingChapter

Curtis, E 2015, The Place of time in children’s being. in A Hackett, L Proctor & J Seymour (eds), Children's Spatialities: Embodiment, Emotion and Agency., 2, Studies in Childhood and Youth, Palgravre , Basingstoke ; New York, pp. 39-53. https://doi.org/10.1057/9781137464989_3
Curtis E. The Place of time in children’s being. In Hackett A, Proctor L, Seymour J, editors, Children's Spatialities: Embodiment, Emotion and Agency. Basingstoke ; New York: Palgravre . 2015. p. 39-53. 2. (Studies in Childhood and Youth). https://doi.org/10.1057/9781137464989_3
Curtis, Elizabeth. / The Place of time in children’s being. Children's Spatialities: Embodiment, Emotion and Agency. editor / Abigail Hackett ; Lisa Proctor ; Julie Seymour. Basingstoke ; New York : Palgravre , 2015. pp. 39-53 (Studies in Childhood and Youth).
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