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likki Ukkonen-Mikkola and Juliene Madureira Ferreira
Discussion and Conclusions
In this paper, we reflected on the use of video recording as a method to
investigate toddlers. We described some earlier studies, presented differ-
ent ways using video recording, and highlighted the method’s benefits and
challenges. In addition, we reflected on the ethical considerations of video
recording young children.
Video recording is versatile research method, albeit on with some restric-
tions. We have offered some examples of video recording; however, there
are many other opportunities to utilise the method. One interesting alter-
native is letting children video record by themselves. This paper has briefly
addressed some of the benefits and challenges of video recordings as tool
for data collection. One benefit is that the method provides very detailed
data that can be reused and re-analysed from different points of view. The
potential down sides are the ethical questions raised, the huge amount of
data produced, and the time required for transcriptions and analysis. Despite
these challenges, we argue that video recording is a very useful method for
gathering exact data on the learning, relationships, and interaction of young
children (Rutanen 2012; 2014). Pedagogy for infants and toddlers is a very sig-
nificant area in the field of ECEC, partly because of the growth in the numbers
of infants and toddlers attending ECEC services. This research and the related
discussion are also important for ECEC professionals, since in some debates,
even the role of the ECEC teacher in the infants’ and toddlers’ groups is ques-
tioned when the focus of the activities is taking care of children.
References
Alasuutari, M. 2005. ‘Miten rakentaa vuorovaikutusta lapsen haastattelussa?’
In Haastattelu, tutkimus, tilanteet ja vuorovaikutus, edited by J. Ruusuvuori
and L. Tiittula, 145–162. Tampere: Vastapaino.
Alasuutari, P., and M. Alasuutari. 2012. ‘The Domestication of Early Childhood
Education Plans in Finland.’ Global Social Policy 12 (2): 129–148.
Bae, B. 2009. ‘Children’s Right to Participate – Challenges in Everyday Interac-
tion.’ European Early Childhood Education Research Journal 17 (3): 391–406.
Brownlee, J., D. Berthelsen, and N. Segaran. 2009. ‘Childcare Workers’ and Cen-
tre Directors’ Beliefs about Infant Childcare Quality and Professional Train-
ing.’ Early Child Development and Care 179 (4): 453–475.
Clark, A. 2005. ‘Listening to and Involving Young Children: A Review of Research
and Practice.’ Early Child Development and Care 175 (6): 489–505.
Davis, B., J. Torr, and S. Degotardi. 2015. ‘Infants and Toddlers: How Visible Are
They in the Early Years Learning Framework?’ International Journal of Child
Care and Education Policy 9 (12). https://doi.org/10.1186/s40723-015-0014-y
74
Discussion and Conclusions
In this paper, we reflected on the use of video recording as a method to
investigate toddlers. We described some earlier studies, presented differ-
ent ways using video recording, and highlighted the method’s benefits and
challenges. In addition, we reflected on the ethical considerations of video
recording young children.
Video recording is versatile research method, albeit on with some restric-
tions. We have offered some examples of video recording; however, there
are many other opportunities to utilise the method. One interesting alter-
native is letting children video record by themselves. This paper has briefly
addressed some of the benefits and challenges of video recordings as tool
for data collection. One benefit is that the method provides very detailed
data that can be reused and re-analysed from different points of view. The
potential down sides are the ethical questions raised, the huge amount of
data produced, and the time required for transcriptions and analysis. Despite
these challenges, we argue that video recording is a very useful method for
gathering exact data on the learning, relationships, and interaction of young
children (Rutanen 2012; 2014). Pedagogy for infants and toddlers is a very sig-
nificant area in the field of ECEC, partly because of the growth in the numbers
of infants and toddlers attending ECEC services. This research and the related
discussion are also important for ECEC professionals, since in some debates,
even the role of the ECEC teacher in the infants’ and toddlers’ groups is ques-
tioned when the focus of the activities is taking care of children.
References
Alasuutari, M. 2005. ‘Miten rakentaa vuorovaikutusta lapsen haastattelussa?’
In Haastattelu, tutkimus, tilanteet ja vuorovaikutus, edited by J. Ruusuvuori
and L. Tiittula, 145–162. Tampere: Vastapaino.
Alasuutari, P., and M. Alasuutari. 2012. ‘The Domestication of Early Childhood
Education Plans in Finland.’ Global Social Policy 12 (2): 129–148.
Bae, B. 2009. ‘Children’s Right to Participate – Challenges in Everyday Interac-
tion.’ European Early Childhood Education Research Journal 17 (3): 391–406.
Brownlee, J., D. Berthelsen, and N. Segaran. 2009. ‘Childcare Workers’ and Cen-
tre Directors’ Beliefs about Infant Childcare Quality and Professional Train-
ing.’ Early Child Development and Care 179 (4): 453–475.
Clark, A. 2005. ‘Listening to and Involving Young Children: A Review of Research
and Practice.’ Early Child Development and Care 175 (6): 489–505.
Davis, B., J. Torr, and S. Degotardi. 2015. ‘Infants and Toddlers: How Visible Are
They in the Early Years Learning Framework?’ International Journal of Child
Care and Education Policy 9 (12). https://doi.org/10.1186/s40723-015-0014-y
74
