Page 70 - 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
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likki Ukkonen-Mikkola and Juliene Madureira Ferreira
Likewise, previous research applying video recordings to investigate small
children’s interactions (Lucena 2010; Ferreira 2017; 2018) points out that the
ability to work with complexity is a major benefit of video recordings. Amorin,
Dentz and Costa (2018) highlight the use of such a tool implies that we are
looking at (1) multiple interactions at the same time; (2) interactions among
peers in the same age group or different age groups, which impacts the type
of communication established between children; (3) interactions between
children and adults; and (4) interactions between children and materials in
a certain space, affording different opportunities for learning and develop-
ment. Ferreira (2017) shows that videos allow the complexity within interac-
tive processes to be broken down into different dimensions, and by doing so,
it is possible to address phenomena from different points of focus.
Therefore, the use of video recordings is appropriate when the researcher
needs to analyse (i. e. treat the whole by relation to its single parts) the mul-
tiple aspects of a continuity of actions in order to understand the essence of
the phenomenon he/she is investigating. It is not just a matter of the quantity
of actions and participants (e. g. many children in the same play situation),
but the many possible relations that such actions may constitute. Addition-
ally, for the under threes, video recording can be an appropriate tool in stud-
ies that aim to give visibility to the children’s wishes, intentions, reasoning,
learning, and meaning-making process by means other than verbalisation.
Through video recordings, it is possible to make explicit children’s agency in
play (Lucena 2010) or the leading role of children in adult-child play dynamics
(Fantasia et al. 2014). As such, the analysis of children’s interactions can be a
potent tool for assessing children’s development and the quality of learning
processes in ECEC.
However, recognising the relevance of video recording as an interesting
and appropriate tool is not enough. Knowledge on how to construct the data
(what to record, when, how, and for how long) is what determines the effi-
cacy of the method. Below, we give examples of two different techniques –
the mobile camera and the fixed, strategically positioned camera – and the
justifications for their use.
The mobile camera is recommended for the apprehension of specific
events in which the occurrences can be programmed and clearly followed
(e. g. a specific situation of play, the interaction of a specific pair or group
of children, the teacher’s instructions for a particular activity). The ability to
move the camera during the event allows the researcher to focalise partic-
ular aspects of the event and collect the type of information that he/she is
looking for. Ferreira, Mäkinen, and De Souza Amorim (2016) video recorded a
70
Likewise, previous research applying video recordings to investigate small
children’s interactions (Lucena 2010; Ferreira 2017; 2018) points out that the
ability to work with complexity is a major benefit of video recordings. Amorin,
Dentz and Costa (2018) highlight the use of such a tool implies that we are
looking at (1) multiple interactions at the same time; (2) interactions among
peers in the same age group or different age groups, which impacts the type
of communication established between children; (3) interactions between
children and adults; and (4) interactions between children and materials in
a certain space, affording different opportunities for learning and develop-
ment. Ferreira (2017) shows that videos allow the complexity within interac-
tive processes to be broken down into different dimensions, and by doing so,
it is possible to address phenomena from different points of focus.
Therefore, the use of video recordings is appropriate when the researcher
needs to analyse (i. e. treat the whole by relation to its single parts) the mul-
tiple aspects of a continuity of actions in order to understand the essence of
the phenomenon he/she is investigating. It is not just a matter of the quantity
of actions and participants (e. g. many children in the same play situation),
but the many possible relations that such actions may constitute. Addition-
ally, for the under threes, video recording can be an appropriate tool in stud-
ies that aim to give visibility to the children’s wishes, intentions, reasoning,
learning, and meaning-making process by means other than verbalisation.
Through video recordings, it is possible to make explicit children’s agency in
play (Lucena 2010) or the leading role of children in adult-child play dynamics
(Fantasia et al. 2014). As such, the analysis of children’s interactions can be a
potent tool for assessing children’s development and the quality of learning
processes in ECEC.
However, recognising the relevance of video recording as an interesting
and appropriate tool is not enough. Knowledge on how to construct the data
(what to record, when, how, and for how long) is what determines the effi-
cacy of the method. Below, we give examples of two different techniques –
the mobile camera and the fixed, strategically positioned camera – and the
justifications for their use.
The mobile camera is recommended for the apprehension of specific
events in which the occurrences can be programmed and clearly followed
(e. g. a specific situation of play, the interaction of a specific pair or group
of children, the teacher’s instructions for a particular activity). The ability to
move the camera during the event allows the researcher to focalise partic-
ular aspects of the event and collect the type of information that he/she is
looking for. Ferreira, Mäkinen, and De Souza Amorim (2016) video recorded a
70
