Page 67 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
P. 67
Video Recording as a Research Method
for Investigating Children
under Three Years of Age
Tuulikki Ukkonen-Mikkola
Tampere university
tuulikki.ukkonen-mikkola@tuni.fi
Juliene Madureira Ferreira
Tampere university
juliene.madureiraferreira@tuni.fi
This paper explores the use of video recording as a method to investigate
the under-three-year-old age group’s interactions, learning, and development
in kindergarten. Despite the continuous growth in the numbers of infants
and toddlers attending early childhood education and care (ECEC) services in
OECD countries, educational research focusing on children under three years
of age is still scarce. One of the reasons for this scarcity is methodological, and
this paper briefly addresses some issues for ECEC practitioners to reflect on in
terms of toddlers as informants. The paper presents two different methods of
video recording, points out issues concerning ethical procedures when video
recording young children, and discusses ideas on what kinds of actions could
be implemented in order to assure the participation of children in the research
process.
Keywords: video recording, infants, toddlers, research method
Introduction
The latest OECD follow-up report highlights the increase in the numbers of
infants and toddlers attending early childhood education and care (ECEC)
services (OECD 2015). The report suggests this is indicative of the improving
quality of ECEC. Nevertheless, at the same time as the numbers have grown,
research has revealed that educators face more challenges in implementing
pedagogical activities for young children (Davis, Torr, and Degotardi 2015).
Practices have been developed based on teachers’ beliefs, which have influ-
enced how children experience opportunities for participation in ECEC con-
texts (Brownlee, Berthelsen, and Segaran 2009). Pedagogy for toddlers is un-
der researched, as studies concerning ECEC settings tend to focus on older
children and pre-schoolers (Sumsion and Harrison 2014). In addition, the de-
velopmental trajectories and learning of toddlers are often overlooked in na-
Čotar Konrad, S., B. Borota, S. Rutar, K. Drljić in G. Jelovčan, ur. 2022. Vzgoja in izobraževanje
predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem.
https://doi.org/10.26493/978-961-293-134-6.67-76
for Investigating Children
under Three Years of Age
Tuulikki Ukkonen-Mikkola
Tampere university
tuulikki.ukkonen-mikkola@tuni.fi
Juliene Madureira Ferreira
Tampere university
juliene.madureiraferreira@tuni.fi
This paper explores the use of video recording as a method to investigate
the under-three-year-old age group’s interactions, learning, and development
in kindergarten. Despite the continuous growth in the numbers of infants
and toddlers attending early childhood education and care (ECEC) services in
OECD countries, educational research focusing on children under three years
of age is still scarce. One of the reasons for this scarcity is methodological, and
this paper briefly addresses some issues for ECEC practitioners to reflect on in
terms of toddlers as informants. The paper presents two different methods of
video recording, points out issues concerning ethical procedures when video
recording young children, and discusses ideas on what kinds of actions could
be implemented in order to assure the participation of children in the research
process.
Keywords: video recording, infants, toddlers, research method
Introduction
The latest OECD follow-up report highlights the increase in the numbers of
infants and toddlers attending early childhood education and care (ECEC)
services (OECD 2015). The report suggests this is indicative of the improving
quality of ECEC. Nevertheless, at the same time as the numbers have grown,
research has revealed that educators face more challenges in implementing
pedagogical activities for young children (Davis, Torr, and Degotardi 2015).
Practices have been developed based on teachers’ beliefs, which have influ-
enced how children experience opportunities for participation in ECEC con-
texts (Brownlee, Berthelsen, and Segaran 2009). Pedagogy for toddlers is un-
der researched, as studies concerning ECEC settings tend to focus on older
children and pre-schoolers (Sumsion and Harrison 2014). In addition, the de-
velopmental trajectories and learning of toddlers are often overlooked in na-
Čotar Konrad, S., B. Borota, S. Rutar, K. Drljić in G. Jelovčan, ur. 2022. Vzgoja in izobraževanje
predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem.
https://doi.org/10.26493/978-961-293-134-6.67-76
