Video-stimulated accounts: Young children accounting for interactional matters in front of peers

Theobald, Maryanne

doi:10.1177/1476718x11402445

Cited by 36 publications

(24 citation statements)

References 24 publications

(36 reference statements)

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“…Another study by Walsh (2003) provides a descriptive system that teachers can use to extend an understanding of the interactional processes taking place in their own classes. Theobald (2012) suggests that when viewed from an interactional perspective, video-simulated accounts are an effective method to provide the point of view of the children and further the competent child paradigm.…”

Section: Interactional Competence: Related Studiesmentioning

confidence: 99%

Linguistic competence, Communicative Competence and Interactional Competence

Abdulrahman¹,

Abu-Ayyash²

2019

JAL

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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.

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Section: Interactional Competence: Related Studiesmentioning

confidence: 99%

Linguistic competence, Communicative Competence and Interactional Competence

Abdulrahman¹,

Abu-Ayyash²

2019

JAL

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“…Some innovative approaches have included encouraging pre-school children to choose their own pseudonyms (i.e. "Barbie" and "Bob the Builder" in MacNaughton, Smith, & Davis, 2007); using pedagogical techniques familiar to students (Semenec, 2018;Snelgrove, 2005); having children collect data by videotaping and interviewing other students and adults (Medina & del Rocio Costa, 2010); using alternative non-school settings to meet with students (Holland et al, 2010); and using multiple methods and innovative ways to talk to children in research contexts (Theobald, 2012).…”

Section: Childhood Children's and Youths' Voices And Participationmentioning

confidence: 99%

Re-Imagining Research Partnerships: Thinking through "Co-research" and Ethical Practice with Children and Youth

Collier¹

2019

SSJ

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Intentions to co-research and engage in participatory research pervade education and social science research with children and particularly research on engagement in digital spaces, with digital tools. Starting in the 1900s, there were many attempts to explicitly describe co-research methods and intentions in education but recently co-research has been used in a more taken-for granted way. Using snapshots from three research projects, I trouble my own attempts at co-research. Firstly, in a two-year ethnographic study, research positions were shifted by following the children’s lead and multimodal textmaking interests. Secondly, in an arts-informed classroom study of family photography and family stories, the ways in which the children understood the research process, and gave or withheld assent, influenced how they engaged as co-researchers. Finally, a larger comparative arts-informed study of youths’ digital practices in Hamilton is explored with an eye to how co-research evolved for the youth throughout the project. None of these projects were designed to engage with co-research in a comprehensive way. Yet, across these snapshots, a more nuanced understanding of co-research is envisioned; one that involves reflexive ethical practice and an emergent and attentive focus on consent.

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“…After a group of children had been video-recorded I invited them to watch their play-video and to participate in group conversations with me and their playmates. Explorations of children's perspectives on play, group discussions, video-recordings and video-stimulated reflections have provided opportunities for children to share their views (Nentwig-Gesemann, 2010; Pálmadóttir & Einarsdóttir, 2015;Theobald, 2012). Videos can act 'as a catalyst for children to reflect' (James, Bearne, & Alexander, 2004, p. 117), and the play-videos stimulated a small group of children to talk about their play experiences.…”

Section: Data Generationmentioning

confidence: 99%

‘I want to share this video with you today.’ Children’s participation rights in childhood research.

Huser

2019

HRER

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The Convention on the Rights of the Child foregrounds the right to participate. Contributing to decision-making on matters concerning children’s lives is fundamental to rights education. This paper discusses ethical and methodological considerations of children’s rights-based epistemology, arguing that children are competent to reflect upon and exercise their participation rights. The present study explores 4/5-year-old children’s perspectives on play in an Australian early childhood education service. It aims to identify ethical spaces in research involving children. The findings address children’s participation choices; including conditional assent, dissent, and their influence on the research. These outcomes are important because a) little is known about the ways children choose to participate, and b) they raise questions about the realisation of children’s participation rights. This paper concludes by examining the implications for research that acknowledges children’s demonstration of their participation rights in physical, creative, and social-emotional spaces.

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Video-stimulated accounts: Young children accounting for interactional matters in front of peers

Cited by 36 publications

References 24 publications

Linguistic competence, Communicative Competence and Interactional Competence

Linguistic competence, Communicative Competence and Interactional Competence

Re-Imagining Research Partnerships: Thinking through "Co-research" and Ethical Practice with Children and Youth

‘I want to share this video with you today.’ Children’s participation rights in childhood research.

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