Page 69 - 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. 69
Video Recording as a Research Method for Investigating Children under Three Years of Age
ethnographic studies on the learning environment of toddlers from the per-
spective of lived spaces using Lefebre’s (1991) ideas. The data were gathered
with video recording. The results indicate that the day care centre is an insti-
tution where the space is produced and reproduced by adults and toddlers
using different approaches. Each actor participates in the production from
particular starting points, experiences, and emotions. In addition, Rutanen
(2012) states that children construct their lived space and relations to space
through embodied, verbal, and non-verbal negotiations with their peers and
upon the basis of observing the actions of others. In addition, toddlers ne-
gotiate the meanings related to their own space by defending their physical
and symbolic territories and setting boundaries for actions.
Video recording can be used to reach out the children’s perspective. For
example, video recording has been used to investigate the infants’ transi-
tion from home to day care (Dolby, Hughes, and Friezer 2014). Cameras were
situated at floor level; sometimes the infants were filmed or sometimes the
camera reflected the children’s points of view. A step-by-step procedure was
developed in this study that supported the infants’ transition to day care and
created a feeling of belonging to the children’s group. Another way to gain
the perspective of the infant is to use baby-cam. It is a small video camera
that infants can wear at the side of their head on a hat. Baby-cam provide
possibilities for infants to generate video-data from their own bodily posi-
tion (Elwick 2015).
Methods, Challenges, and Benefits of Video Recordings
As opposed to using pre-existing videos as material to elicit specific be-
haviours or learning situations, here we discuss the use of video as a resource
or tool to gather data and analyse the interactions, learning, and develop-
ment of children under three years old. In this sense, video recordings are
recognised as a potent source of information that provide a wide range of
different kinds of observable elements, such as behaviours, actions, dynam-
ics, materials, and dialogues. The data can be accessed countless times and
understood within a time frame that allows the perception of continuity,
sequence, and possible relations of cause and consequence (Pedrosa and
Carvalho 2005).
According to Loizos (2008), the use of video recording becomes necessary
‘whenever any set of human actions is too complex and difficult to be com-
prehensively described by a single observer as it unfolds’ (p. 149). Teaching
in the classroom, children’s play, and specific situations of learning are high-
lighted by Loizos (2008) as examples of such complex sets of human action.
69
ethnographic studies on the learning environment of toddlers from the per-
spective of lived spaces using Lefebre’s (1991) ideas. The data were gathered
with video recording. The results indicate that the day care centre is an insti-
tution where the space is produced and reproduced by adults and toddlers
using different approaches. Each actor participates in the production from
particular starting points, experiences, and emotions. In addition, Rutanen
(2012) states that children construct their lived space and relations to space
through embodied, verbal, and non-verbal negotiations with their peers and
upon the basis of observing the actions of others. In addition, toddlers ne-
gotiate the meanings related to their own space by defending their physical
and symbolic territories and setting boundaries for actions.
Video recording can be used to reach out the children’s perspective. For
example, video recording has been used to investigate the infants’ transi-
tion from home to day care (Dolby, Hughes, and Friezer 2014). Cameras were
situated at floor level; sometimes the infants were filmed or sometimes the
camera reflected the children’s points of view. A step-by-step procedure was
developed in this study that supported the infants’ transition to day care and
created a feeling of belonging to the children’s group. Another way to gain
the perspective of the infant is to use baby-cam. It is a small video camera
that infants can wear at the side of their head on a hat. Baby-cam provide
possibilities for infants to generate video-data from their own bodily posi-
tion (Elwick 2015).
Methods, Challenges, and Benefits of Video Recordings
As opposed to using pre-existing videos as material to elicit specific be-
haviours or learning situations, here we discuss the use of video as a resource
or tool to gather data and analyse the interactions, learning, and develop-
ment of children under three years old. In this sense, video recordings are
recognised as a potent source of information that provide a wide range of
different kinds of observable elements, such as behaviours, actions, dynam-
ics, materials, and dialogues. The data can be accessed countless times and
understood within a time frame that allows the perception of continuity,
sequence, and possible relations of cause and consequence (Pedrosa and
Carvalho 2005).
According to Loizos (2008), the use of video recording becomes necessary
‘whenever any set of human actions is too complex and difficult to be com-
prehensively described by a single observer as it unfolds’ (p. 149). Teaching
in the classroom, children’s play, and specific situations of learning are high-
lighted by Loizos (2008) as examples of such complex sets of human action.
69
