Practitioner-Led Inquiry Using Video Observation: Collaborative Research Into Early Childhood Creativity

2017 ◽  
Author(s):  
Mona Sakr
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Video Observation

Transforming early childhood discipline policy through collaborative research and evaluation.

2021 ◽  
Author(s):  
H. Callie Silver ◽  
Katherine M. Zinsser ◽  
Courtney A. Zulauf-McCurdy ◽  
Allison Lowe-Fotos ◽  
Lori Orr ◽  
...  
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Discipline Policy

scholarly journals The Power of Belonging: Interactions and Values in Children’s Group Play in Early Childhood Programs

2021 ◽  
Author(s):  
Gunnar Magnus Eidsvåg ◽  
Yngve Rosell
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Social Experiences ◽  
Video Observation ◽  
Early Childhood Programs ◽  
Structural Power ◽  
Childhood Education ◽  
Social Opportunities ◽  
Education And Care ◽  
Group Play

AbstractThis article explores belonging as social interaction in relation to power and values. Power has both positive and negative aspects. We view children as active agents with the power to include or exclude others, create space for each other or set boundaries. The article shows how children’s powers are limited by education staff’s structural power and discusses the ethical and pedagogical implications of children’s and staff’s use of power. We find that well-considered use of power may widen children’s horizons and provide them with social opportunities that they would otherwise miss. The data consist of video observation and interviews with children and teachers in three Early Childhood Education and Care settings in Norway. The article uses a lifeworld hermeneutical approach to study children’s belonging as a complex and sometimes ambiguous phenomenon. The article shows that children’s possibilities to position themselves and belong are made possible and limited by their social group via relational and structural power. By becoming aware of these contradictory tendencies, teachers can provide children with a variety of social experiences that promote belonging, which requires knowledge of how groups are formed by dynamic power relations that condition different social experiences.

Mapping the dilemmatic space of early childhood education and care practitioners when challenged by children’s curiosity

2018 ◽  
Vol 16 (4) ◽  
pp. 349-362 ◽  
Author(s):  
Soern Finn Menning
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Order ◽  
Video Observation ◽  
Childhood Education ◽  
Stimulated Recall ◽  
Education And Care ◽  
Care Practices ◽  
The Individual ◽  
Stimulated Recall Interviews

This article explores the notion of curiosity as a gateway to value dilemmas in early childhood education and care practices. The concept of dilemmatic space (Honig) is used to highlight the complexity of educational practices. Through an ethnographic approach based on video-observation and stimulated recall interviews, the reflections of the practitioners in three early childhood education and care institutions in Norway are analysed regarding situations in which curiosity was challenging and in which explorative behaviour was stopped, transferred or adjusted. The analyses allowed the construction of several axes of dilemmatic space, such as Equality versus Supporting the Individual, Social Order versus Questioning Status Quo and Being Professional versus Being Private. This highlights the entanglement of values, which is part of the ongoing process of constructing professional identity. It is argued that even in the case of widely accepted notions like curiosity, standardised and fixed guidelines on practice cannot be the sole answer to the complexity of early childhood education and care.

scholarly journals Vision led = vision fed

2016 ◽  
Vol 9 (2) ◽  
pp. 1-14
Author(s):  
Karen L Martin
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Early Childhood ◽  
Research Program ◽  
Collaborative Research ◽  
Research Capacity ◽  
Research Network ◽  
Research Capacity Building ◽  
Childhood Education

As the National Indigenous Knowledges and Research Network (NIRAKN) reaches its completion as an entity in 2016, this paper takes up the invitation to its members to write about the key learnings, benefits and challenges experienced as a member of NIRAKN’s Indigenous Sociology, Indigenous Knowledge and Technology node. The author discusses the role of NIRAKN in progressing the scholarship of Aboriginal early childhood education through its collaborative research program, raising the bar regarding Aboriginal knowledges in higher education through its network connections and aspects for holding ground in Aboriginal research capacity building, particularly in the area of qualitative research methodologies. These discussions serve to highlight that, as the NIRAKN model has been led by a strong vision, it has fed change and achieved its visions.

The Octopus Project—‘I was Making Bing and Bong’: Children's Conceptions of their Own Musical Improvisations

1998 ◽  
Vol 23 (2) ◽  
pp. 13-18 ◽  
Author(s):  
Helen Dilkes
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Research Process ◽  
Early Childhood Setting ◽  
Musical Play ◽  
Natural Context ◽  
Musical Knowledge ◽  
Phenomenographic Study ◽  
Shed Light ◽  
Children’S Conceptions

This article describes a phenomenographic study of children's experience of music in the natural context of an early childhood centre. Within a large collaborative research venture, The Octopus Project, children were observed improvising on musical instruments. They were interviewed later about their spontaneous musical play, and transcripts of the interviews were central in the analysis. The research process, which includes the use of video, is discussed in this article. The preliminary findings presented shed light on the wealth of informal musical knowledge children bring to the early childhood setting.

Silenced Voices: Learning about Early Childhood Programs in the South East Asian Region

1996 ◽  
Vol 21 (3) ◽  
pp. 33-40 ◽  
Author(s):  
Glenda MacNaughton
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Cross Cultural ◽  
Early Childhood Programs ◽  
South East Asian Region ◽  
Childhood Education ◽  
Asian Region ◽  
The Pacific ◽  
Cultural Exchanges ◽  
English Speaking

This articles explores the influences of political, cultural, historical and economic dynamics of the Asian region on what can be learnt about the region by English-speaking Australians and, therefore, for what can reasonably be known and said about early childhood programs by them. In doing so, it shows that learning about early childhood programs in the Asian region involves two levels of learning: learning about and learning what can be learnt about these services. The article concludes with suggestions for how English-speaking Australians might begin the process of learning about early childhood programs in the Asian region. The countries of the Pacific Rim [including Australia] face many common issues and problems in the provision of early childhood education. A great deal could be learned through international dialogue and collaborative research. (Feeney 1992, p.314) This articles explores the political and practical challenges and possibilities monolingual, English-speaking Australians face in taking up Feeney's suggestion to become involved in cross-cultural exchanges with early childhood colleagues in the Asian region.

scholarly journals Collaborative research between education and medical on study of early childhood neuroscience

2020 ◽  
Vol 3 (1) ◽  
pp. 62
Author(s):  
Jumiatmoko Jumiatmoko
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Brain Activity ◽  
Collaborative Study ◽  
Student Experiences ◽  
Information Process ◽  
Descriptive Research ◽  
Collaborative Studies ◽  
Depth Interview ◽  
Qualitative Descriptive

Student experiences information process causing particular behaviors while studying. Neuroscience is a study to understand behavior and mental process based on brain activity. In Indonesian, collaborative study between education and medicine on preschool-aged children’s neuroscience is still scarce. In fact that using this collaboration, some elements related to student’s behavior and information process can be seen. This paper spells out potential collaborative studies on neuroscience of preschool-aged children. This study is categorized into qualitative descriptive research. The data were collected through an in-depth interview with the head of education and research section of UNS Hospital and document study. The result of the study found a number of potential collaborative studies between UNS Hospital and ECE department of UNS, namely: 1) Assessing level of stress using Bio-neurofeedback; 2) Assessing Learning comfort using Electroencephalograph; 3) Assessing Interest and Aptitude using Electroencephalograph; and 4) Therapy on Gadget Addiction using Bio-neurofeedback. Those findings can be used as a basic for further research about neuroscience in early childhood.

scholarly journals Videoobservasjoner og videobaserte samtaler som metoder for kvalitetsutvikling av barnehageansattes spesialpedagogiske praksis

2021 ◽  
pp. 165-181
Author(s):  
Natallia B. Hanssen ◽  
Marit Krogtoft
Keyword(s):  
Early Childhood ◽  
Research Question ◽  
Educational Needs ◽  
Video Observation ◽  
Special Educational Needs ◽  
High Quality ◽  
Video Observations ◽  
New Knowledge ◽  
Education And Care

In Norway, there has been an increasing focus on the importance of the quality of early childhood education and care (ECEC). Several challenges have been identified, including significant criticism of the quality, validity and usability of special educational needs (SEN) practices. This primarily means that kindergarten employees do not seem to be aware of their practices and how their practices can be developed and improved. The research question in this chapter is how video observation and video-based conversations can contribute to developing the quality of employees’ special educational needs practices in kindergarten. The theoretical part of the chapter is based on various approaches, but Jakob Meløe’s concept of the ‘aware gaze’ is the main inspiration. The data were gathered through video observations and video-based conversations, and the chapter presents two kindergarten employees’ SEN practices. Using video-based conversation, they were able to reflect upon and aquire new knowledge relating to their own practice. The results show that it may help to consider inspiring kindergarten employees to use video observation and video-based conversation as meaningful tools to help employees reflect upon their own experiences and practices, thus contributing to the development of high-quality kindergartens.

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