The Camera Is Not a Methodology: Towards a Framework for Understanding Young Children's Use of Video Cameras

Autor/inn/en	Bird, Jo; Colliver, Yeshe; Edwards, Susan
Titel	The Camera Is Not a Methodology: Towards a Framework for Understanding Young Children's Use of Video Cameras
Quelle	In: Early Child Development and Care, 184 (2014) 11, S.1741-1756 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.878711
Schlagwörter	Young Children; Video Technology; Photography; Participatory Research; Early Childhood Education; Research Methodology; Play; Learning Processes + Suchen Sie Ihr Suchwort? Frühe Kindheit; Fotografie; Forschungstätigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Research method; Forschungsmethode; Spiel; Learning process; Lernprozess
Abstract	Participatory research methods argue that young children should be enabled to contribute their perspectives on research seeking to understand their worldviews. Visual research methods, including the use of still and video cameras with young children have been viewed as particularly suited to this aim because cameras have been considered easy and fun to use for young children. However, how children learn to use cameras introduced into early childhood classrooms for research purposes is not well understood. In terms of visual research methodologies, this is a problem because participant use of cameras is associated with understanding the nature of visual data generated during the recording process itself. In this paper, we consider observational data of young children playing with video cameras introduced into their classrooms for research purposes. Drawing on the concepts of culturally mediated tool use and epistemic and ludic play, we theorise these observations to generate a new framework for understanding how children learn to use cameras through play-based activity. This framework suggests that research with children using still or video cameras may need to accommodate this learning within research designs and procedures in order to take full advantage of this medium. Pedagogical implications for using the framework to support young children's technological play are also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10