Page 71 - 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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Video Recording as a Research Method for Investigating Children under Three Years of Age
child with an intellectual disability during pretend play. The ability to follow
the child, record his movements across the playroom while interacting with
other children, and capture the interaction from different angles provided
evidence both for the interpretation of the use of space during the pretend
play and the gesture dynamics that revealed the content of the communi-
cation. Therefore, the mobile camera allows the researcher to make deci-
sions on what elements are most relevant to record during the process. This
technique positions the researcher as an active tool-maker during the data
collection (Rossetti-Ferreira et al. 2008) and demands a clear understand-
ing and vision of what elements can best reveal the phenomenon being
examined.
On the other hand, the use of the mobile camera challenges the skill of the
camera operator, as the constant movement and rapid change of focus can
result in poor quality images and sound. Other issues should also be consid-
ered, such as the weight and price of the equipment. Appropriate equipment
is required for high quality images, which can be heavy to carry and/or very
expensive.
The fixed camera allows the researcher to record (1) events that are not pro-
grammable (e. g. the free play of children outside); (2) events involving sev-
eral participants at the same time who all have equal relevance to the study
(e. g. the teacher’s interaction with the group); and (3) situations where no
particular focus is yet defined. Additionally, the ability to leave the equip-
ment operating independently allows the researcher to participate in the
event or collect data with other methods simultaneously (e. g. a field diary).
With a fixed camera, it is also possible for the researcher to make decisions
during the recording; however, there are limitations concerning the adjust-
ments that the equipment and its position in the environment allows, and
this should be tested before the data collection starts. For example, if the
study involves following how children use different toys and spaces, it is nec-
essary to make sure the camera can reach all the areas in focus. The fixed
camera is limited in terms of angles, and the researcher might lose sight of a
specific subject depending on the setting.
Vasconcelos and Rossetti-Ferreira (2004) also argue that the positioning
of the camera reveals the phenomenon from a specific point of view –
or through the perspective of the researcher looking at the phenomenon.
Therefore, it is important to consider that all the distinctions the researcher
can make of children’s interactions, gestures, eye contact, and vocalisations
are constituted by a specific point of view that generated a framing of the
event.
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child with an intellectual disability during pretend play. The ability to follow
the child, record his movements across the playroom while interacting with
other children, and capture the interaction from different angles provided
evidence both for the interpretation of the use of space during the pretend
play and the gesture dynamics that revealed the content of the communi-
cation. Therefore, the mobile camera allows the researcher to make deci-
sions on what elements are most relevant to record during the process. This
technique positions the researcher as an active tool-maker during the data
collection (Rossetti-Ferreira et al. 2008) and demands a clear understand-
ing and vision of what elements can best reveal the phenomenon being
examined.
On the other hand, the use of the mobile camera challenges the skill of the
camera operator, as the constant movement and rapid change of focus can
result in poor quality images and sound. Other issues should also be consid-
ered, such as the weight and price of the equipment. Appropriate equipment
is required for high quality images, which can be heavy to carry and/or very
expensive.
The fixed camera allows the researcher to record (1) events that are not pro-
grammable (e. g. the free play of children outside); (2) events involving sev-
eral participants at the same time who all have equal relevance to the study
(e. g. the teacher’s interaction with the group); and (3) situations where no
particular focus is yet defined. Additionally, the ability to leave the equip-
ment operating independently allows the researcher to participate in the
event or collect data with other methods simultaneously (e. g. a field diary).
With a fixed camera, it is also possible for the researcher to make decisions
during the recording; however, there are limitations concerning the adjust-
ments that the equipment and its position in the environment allows, and
this should be tested before the data collection starts. For example, if the
study involves following how children use different toys and spaces, it is nec-
essary to make sure the camera can reach all the areas in focus. The fixed
camera is limited in terms of angles, and the researcher might lose sight of a
specific subject depending on the setting.
Vasconcelos and Rossetti-Ferreira (2004) also argue that the positioning
of the camera reveals the phenomenon from a specific point of view –
or through the perspective of the researcher looking at the phenomenon.
Therefore, it is important to consider that all the distinctions the researcher
can make of children’s interactions, gestures, eye contact, and vocalisations
are constituted by a specific point of view that generated a framing of the
event.
71
