IOE EPrints

Using video to investigate preschool classroom interaction: education research assumptions and methodological practices

Flewitt, Rosie (2006) Using video to investigate preschool classroom interaction: education research assumptions and methodological practices. Visual Communication, 5 (1). pp. 25-50. ISSN 1470-3572. DOI UNSPECIFIED

Full text not available from this repository.
SFX image for help Not from UCL IOE? image for help

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 unveil how young children use the full range of material and bodily resources available to them to make and express meaning, forcing a reconsideration 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 reexamination 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 representation, of dynamic visual data, arguing that visual data gives insights into aspects of communicative behaviour previously unaccounted for in early years education research.

Item Type: Article
Controlled Keywords: communities of practice • multimodal communication and learning
Depositing User: Atira Pure
Date Deposited: 29 Aug 2014 06:55
Last Modified: 29 Jan 2015 09:12
View Item View Item