Infantmethodologies

Tesař, Marek; Duhn, Iris; Nordstrom, Susan Naomi; Koro‐Ljungberg, Mirka; Sparrman, Anna; Orrmalm, Alex; Boycott-Garnett, Ruthie; MacRae, Christina; Hackett, Abigail; Kuntz, Aaron M.; Trafí-Prats, Laura; Boldt, Gail; Rautio, Pauliina; Ulmer, Jasmine B.; Taguchi, Hillevi Lenz; Murris, Karin; Kohan, Walter Omar; Gibbons, Andrew; Arndt, Sonja; Malone, Karen

doi:10.1080/00131857.2021.2009340

Cited by 12 publications

(7 citation statements)

References 37 publications

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“…For instance, to construct data, researchers need to come up with developmentally appropriate yet not one-size-fits-all approaches (Fargas-Malet et al, 2010). British ethnographer Ruthie Boycott-Garnett noticed that doing fieldwork via Zoom starkly revealed the impossibility of fully knowing babies: A digital tool that communicates with speaking subjects by placing them at the center of the screen cannot fully present babies’ movements, sounds, or bodies (Tesar et al, 2021). Researchers also need to build rapport with children, which can be more difficult via online engagement (Fargas-Malet et al, 2010; Irwin & Johnson, 2005).…”

Section: Methodological Challenges Of Interviewing Young Children On ...mentioning

confidence: 99%

The Affordances of Videoconferencing Technology for Doing Interviews With Children Online: Methodological Explorations Based on a Critical Ethnography

Zhao

2023

Qualitative Inquiry

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In this article, we engage with the concept and theories of “affordance” in the adoption of digital tools to perform qualitative inquiry. We first raise the question of what is afforded when we use online digital tools such as Zoom to interview young children (5–10 years old) and then draw on empirical examples from our multi-sited critical ethnography with transnational Chinese children to illustrate our key methodological points. We lay out three dimensions along which the concept of affordance can be conceptualized: the relational, the embodied situational, and the social-cultural. We discuss the potential to map out a critical approach to enable qualitative researchers to practice reflexivity in technology-mediated qualitative research.

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Section: Methodological Challenges Of Interviewing Young Children On ...mentioning

confidence: 99%

The Affordances of Videoconferencing Technology for Doing Interviews With Children Online: Methodological Explorations Based on a Critical Ethnography

Zhao

2023

Qualitative Inquiry

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“…It also requires recognising that there is no single way of being a child and that our own conceptions of childhood may be promoting some perspectives over others or some groups over others, hence the importance of deconstructing the methodologies with which we try to research in this field and from which we define what childhood is. Our conceptions and methodologies need to adopt an intersectional and hybrid view, with more creative and innovative proposals (Tesar et al, 2021a).…”

Section: The Importance Of Child Participation In Infant Schoolsmentioning

confidence: 99%

Child participation in early childhood education in Spain: When having rights does not mean being able to exercise them

Zubizarreta

Salvador

2023

Policy Futures in Education

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This article carries out a systematic review of the scientific literature on child participation in the formal education system in Spain between 2010 and 2022. Recognising the importance of child participation in the context of the European Union, the theoretical principles of this study are in line with the perspective that child participation involves recognising the fundamental right of children to be heard and taken into consideration from an early age and providing them with the opportunity to convert that listening into positive changes to aspects that affect their lives. Child participation has significant benefits, both from an individual point of view (the child’s own development and the recognition that all rights are for all children), and a social and collective point of view (the strengthening of democracy itself making the school a school for participation). The systematic review of the scientific literature was conducted according to the PRISMA statement 2020. The analysis of the selected articles was based on the Lundy model of child participation (2007) which considers four dimensions: space, voice, audience and influence. The results show that despite the Spanish scientific community’s growing interest in child participation in the field of early childhood education, school culture is still very adult-centric. Aspects related to the dimensions of voice, audience and influence could be improved for which more research is required. There is a clear need to broaden the techniques and instruments required for making child participation effective, and experiences that go beyond consultative participation should be developed. This would enable forms of child participation focused on improving their lives based on their own needs being heard and taken into consideration.

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“…Accordingly, teaching in preschool is not an isolated question. It is not only entangled with questions of teachers' work but also the complex questions of what a child and childhood is (Malone et al, 2020;Tesar et al, 2021aTesar et al, , 2021b. These researchers encourage us to acknowledge multiple stories of childhoods by thinking with new philosophies and concepts and re-think how research can be done.…”

Section: The Messy Issue Of Teaching In Preschoolmentioning

confidence: 99%

“…To focus on teaching, when preschool education contains so much more, creates itching and chafing in and on our preschool-practice-researching-bodies. Doing research differently, questioning, provoking and speculating teaching, as part of childhoods, encouraged by Tesar et al (2021aTesar et al ( , 2021b, is our way to complexifying preschool teaching, not only because teaching in preschool will matter in the future, when preschool children grow up to become adults, but also because it matters right here, right now. For children in preschool, teaching will produce and reproduce, and perhaps even instrumentalise and neutralise, worlds and stories.…”

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confidence: 99%

Entering the assemblage of (un) teaching

Frid,

Westman

2023

Policy Futures in Education

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In this article, a collaborative Deleuze-Guattarian-inspired cartography is produced with preschool practitioners to explore the assemblages of teaching in preschool. The aim is to map how teaching comes into being in preschool planning and reflection practices following the movements of territorialisation and re-/de-territorialisation. Unwinding from a policy change that 4 years ago introduced teaching to the Swedish preschool curriculum, the overarching question of what teaching is and could be to follows through the text. The preschool teaching assemblages are visited through three territories in which different continuums of (un)teaching unfold when staying with the emerging messiness. The movements of de-territorialisation open for divergent thinking, questioning traditions and assumptions of how to conduct teaching in preschool practice, in entanglement with both local and global movements.

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Infantmethodologies

Cited by 12 publications

References 37 publications

The Affordances of Videoconferencing Technology for Doing Interviews With Children Online: Methodological Explorations Based on a Critical Ethnography

The Affordances of Videoconferencing Technology for Doing Interviews With Children Online: Methodological Explorations Based on a Critical Ethnography

Child participation in early childhood education in Spain: When having rights does not mean being able to exercise them

Entering the assemblage of (un) teaching

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