Using video to investigate preschool classroom interaction: education research assumptions and methodological practices
Using video to investigate preschool classroom interaction: education research assumptions and methodological practices
This article reports on the use of video to collect dynamic visual data in education research and proposes that using visual technologies to collect data can give new insights into classroom interaction. Video data unveils how young children use the full range of material and bodily resources available to them to make and express meaning, forcing a re-consideration of Vygotskian accounts of the relationship between thought and language by producing grounded evidence for a pluralistic interpretation of the construction and negotiation of meaning. In addition to challenging language-biased approaches to classroom interaction, using video to collect data also forces a re-examination of established methodological practices. Drawing on data from ESRC-funded ethnographic video case studies of 3-year-old children communicating at home and in a preschool playgroup, this article discusses methodological and ethical dilemmas encountered in the collection and transcription, or re-presentation, of dynamic visual data, arguing that visual data gives insights into aspects of communicative behaviour previously unaccounted for in early years education research.
communities of practice, multimodal communication and learning, preschool, video, visual dynamic data
25-50
Flewitt, Rosie
a5f82d99-1c17-4fea-bb98-9a9f6acc3e83
2005
Flewitt, Rosie
a5f82d99-1c17-4fea-bb98-9a9f6acc3e83
Flewitt, Rosie
(2005)
Using video to investigate preschool classroom interaction: education research assumptions and methodological practices.
Visual Communication, 5 (1), .
(doi:10.1177/1470357206060917).
Abstract
This article reports on the use of video to collect dynamic visual data in education research and proposes that using visual technologies to collect data can give new insights into classroom interaction. Video data unveils how young children use the full range of material and bodily resources available to them to make and express meaning, forcing a re-consideration of Vygotskian accounts of the relationship between thought and language by producing grounded evidence for a pluralistic interpretation of the construction and negotiation of meaning. In addition to challenging language-biased approaches to classroom interaction, using video to collect data also forces a re-examination of established methodological practices. Drawing on data from ESRC-funded ethnographic video case studies of 3-year-old children communicating at home and in a preschool playgroup, this article discusses methodological and ethical dilemmas encountered in the collection and transcription, or re-presentation, of dynamic visual data, arguing that visual data gives insights into aspects of communicative behaviour previously unaccounted for in early years education research.
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Published date: 2005
Keywords:
communities of practice, multimodal communication and learning, preschool, video, visual dynamic data
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Local EPrints ID: 14215
URI: http://eprints.soton.ac.uk/id/eprint/14215
ISSN: 1470-3572
PURE UUID: f2c6584c-8aa7-47a8-bc43-37ab99b77a86
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Date deposited: 09 Sep 2005
Last modified: 15 Mar 2024 05:22
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Author:
Rosie Flewitt
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