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Dr Lorna Arnott

Lecturer

Education

Personal statement

Lorna is a lecturer in the School of Education. Lorna trained as an economist graduating from Glasgow Caledonian University in 2006 with First Class Honours.  Lorna went on to complete a Masters in Research (M.Res) in Education and Social Purpose at the University in Glasgow in 2007, during which she developed an interest in relationships and interaction.  Lorna then completed her Ph.D at the School of Education, University of Stirling in 2011, focusing on young children’s social interactions around technologies in preschool.

Publications

An ecological exploration of young children's digital play : framing children's social experiences with technologies in early childhood
Arnott Lorna
Digital Play and Technologies in the Early YearsDigital Play and Technologies in the Early Years, (2018)
Look who's talking : using creative, playful arts-based methods in research with young children
Blaisdell Caralyn, Arnott Lorna, Wall Kate, Robinson Carol
Journal of Early Childhood Research, (2018)
The changing nature of early childhood learning ecologies, experiences and pedagogies in a digital era
Arnott Lorna, Palaiologou Ioanna, Gray Colette
British Journal of Educational Technology Vol 49, pp. 803-806, (2018)
http://dx.doi.org/10.1111/bjet.12676
Understanding children's voice from birth to five : dilemmas in participation and rights
Arnott Lorna
European Early Childhood Educational Research Association Conference, (2018)
Digital Literacy and Young Children : Towards Better Understandings of the Benefits and Challenges of Digital Technologies in Homes and Early Years Settings
Gillen Julia , Arnott Lorna
(2018)
The Internet of Toys - ecologies across home and nursery and the entanglement of digital and non-digital play
Arnott Lorna, Palaiologou Ioanna, Gray Colette
European Early Childhood Educational Research Association Conference, (2018)

more publications

Teaching

Lorna’s teaching generally covers:

  • Early Years Education
  • Research Methods

Lorna most often teaches on the BA Childhood Practice, Master's of Education, PGDE . She also contributes to the Nursery Placement module as part of the BA (Hons) Education.  Lorna is also interested in delivering research methods training, particularly in relation to qualitative approaches and contributes to both practice-based and academic research training. 

Lorna currently supervises PGR students at Masters, PhD and Ed.D level.

 

Research interests

Lorna’s research explores young children’s social experiences with technology.  Her work attempts to understand how the preschool environment and culture, the children and the artefacts contribute to children’s interactions and social experiences.  She is interested in a broader definition of technology which moves beyond the computer towards exploring technological toys, both digital and non-screen based.  Lorna has a further interest in exploring perceptions of technological artefacts in early years settings and how they can be integrated into the playroom.  More recent work begins to explore creativity and creative thinking around non-screen based technologies.

Professional activities

Research Briefing: using creative, playful arts-based methods in research with young children.
To be assigned
7/2018

more professional activities

Projects

An Ecological Exploration of the Internet of Toys in Early Childhood Everyday Life
Arnott, Lorna (Principal Investigator)
Period 01-Oct-2017 - 01-Oct-2018
Enhancing Early Years KE in Research and Practice
Arnott, Lorna (Principal Investigator) Grogan, Deirdre (Principal Investigator)
Seminar and webinar series for early years professionals with leading scholars presenting from across the world.
Period 01-Sep-2015 - 30-Jun-2016
BTG- Piloting Self-Initiated Video Reflections for Exploring Creativity in Playful Environments
Arnott, Lorna (Principal Investigator) Grogan, Deirdre (Principal Investigator)
This Bridging the Gap (BTG) study investigates creativity through the concept of play. It aims to understand how creativity emerges through playful environments and will compare early years children (aged 3-5) in formal educational settings with adults in the work place. It offers two unique perspectives. First, it compares the creativity of adults with early years children, which has not been achieved before. Second, it explores how new interactive technologies (user-friendly self-initiated video diaries for individuals of any age) can be used for collecting data about creativity. This pilot study will inform a larger project, which will develop a conceptual framework for understanding how creativity emerges through play.
Period 01-Jan-2013 - 31-Jul-2013

more projects