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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.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1177/1470357206060917
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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: Journal Article
Copyright Holders: 2006 Sage Publications
ISSN: 1741-3214
Keywords: communities of practice; multimodal communication and learning; preschool; video; visual dynamic data
Academic Unit/Department: Education and Language Studies > Centre for Language and Communication
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 2714
Depositing User: Rosie Flewitt
Date Deposited: 28 Jun 2006
Last Modified: 15 Apr 2013 10:04
URI: http://oro.open.ac.uk/id/eprint/2714
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