Page 73 - 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
the framework adopted, thus making it possible to guide the operator in cap-
turing the most useful material.
When considering the time required to build a rapport with the research
participants (Olson and Peytchev 2007; Guillemin and Heggen 2009), one
must also remember that people can change their behaviour in front of cam-
eras or when they are observed. Participants – in this case especially the
teacher, care takers, and other adults – may act according to what they be-
lieve to be the researcher’s expectations in the study, or they may present
very formal behaviours, harming the unveiling of the phenomenon. Thus,
the researcher can be seen as a disturbing factor in the daily routine, and the
camera itself can be an element that arouses the children’s curiosity.
Ethical Considerations
Ethical questions must be carefully addressed when investigating young chil-
dren. There are challenges in terms of balancing openness and the rights to
anonymity and privacy – how does one obtain permission for the research
from the young participants? In addition, there are ethical challenges con-
cerning video data that present images of children and their environments.
Respecting the informants and their relativities is also significant issue (Ruta-
nen et al. 2018). These challenges are considered by local (university-level)
and national ethics committees in many countries. The committees have
based their norms on the Code of Nuremberg (NIH 1947). However, there have
been a number of culturally specific and complex interpretations (Alasuutari
& Alasuutari 2012). Ultimately, the implementation of research ethics seeks to
ensure research that guarantees the protection of the informants (Rutanen
et al. 2018).
When investigating toddlers, consent must be sought from the parents,
and if the research is carried out in early childhood education settings, from
the municipality, the ECEC director, and the educators. Naturally, the opinion
of the children involved is important, and this point is challenging especially
with young children (Alasuutari 2005). Nevertheless, the dialogue between
researchers and the research participants is important in all aspects of the
research (Rutanen et al. 2018).
A further significant ethical issue is how materials are shared with national
and international research groups. Diverse cultural contexts and different
ethical concepts and interpretations can cause tension between researchers
from different countries. Therefore, more discussion and dialogue concern-
ing the ethics of video research is needed among researchers, both locally
and internationally (Rutanen et al. 2018).
73
the framework adopted, thus making it possible to guide the operator in cap-
turing the most useful material.
When considering the time required to build a rapport with the research
participants (Olson and Peytchev 2007; Guillemin and Heggen 2009), one
must also remember that people can change their behaviour in front of cam-
eras or when they are observed. Participants – in this case especially the
teacher, care takers, and other adults – may act according to what they be-
lieve to be the researcher’s expectations in the study, or they may present
very formal behaviours, harming the unveiling of the phenomenon. Thus,
the researcher can be seen as a disturbing factor in the daily routine, and the
camera itself can be an element that arouses the children’s curiosity.
Ethical Considerations
Ethical questions must be carefully addressed when investigating young chil-
dren. There are challenges in terms of balancing openness and the rights to
anonymity and privacy – how does one obtain permission for the research
from the young participants? In addition, there are ethical challenges con-
cerning video data that present images of children and their environments.
Respecting the informants and their relativities is also significant issue (Ruta-
nen et al. 2018). These challenges are considered by local (university-level)
and national ethics committees in many countries. The committees have
based their norms on the Code of Nuremberg (NIH 1947). However, there have
been a number of culturally specific and complex interpretations (Alasuutari
& Alasuutari 2012). Ultimately, the implementation of research ethics seeks to
ensure research that guarantees the protection of the informants (Rutanen
et al. 2018).
When investigating toddlers, consent must be sought from the parents,
and if the research is carried out in early childhood education settings, from
the municipality, the ECEC director, and the educators. Naturally, the opinion
of the children involved is important, and this point is challenging especially
with young children (Alasuutari 2005). Nevertheless, the dialogue between
researchers and the research participants is important in all aspects of the
research (Rutanen et al. 2018).
A further significant ethical issue is how materials are shared with national
and international research groups. Diverse cultural contexts and different
ethical concepts and interpretations can cause tension between researchers
from different countries. Therefore, more discussion and dialogue concern-
ing the ethics of video research is needed among researchers, both locally
and internationally (Rutanen et al. 2018).
73
