Research in the early years places increasing importance on participatory methods to engage children. The playback of video-recording to stimulate conversation is a research method that enables children’s accounts to be heard and attends to a participatory view. During video-stimulated sessions, participants watch an extract of video-recording of a specific event in which they were involved, and then account for their participation in that event. Using an interactional perspective, this paper draws distinctions between video-stimulated accounts and a similar research method, popular in education, that of video-stimulated recall. Reporting upon a study of young children’s interactions in a playground, video-stimulated accounts are explicated to show how the participants worked toward the construction of events in the video-stimulated session. This paper discusses how the children account for complex matters within their social worlds, and manage the accounting of others in the video-stimulated session. When viewed from an interactional perspective and used alongside fine grained analytic approaches, video-stimulated accounts are an effective method to provide the standpoint of the children involved and further the competent child paradigm. ududud
展开▼
机译:早期的研究越来越重视让孩子参与的参与式方法。回放视频记录以刺激对话是一种研究方法,可以使孩子们的叙述被听到并参与其中。在受视频刺激的会话中,参与者观看他们所参与的特定事件的视频记录摘录,然后说明他们对该事件的参与。本文使用互动的观点,对视频刺激的账户与类似的研究方法(在教育中很受欢迎)和视频刺激的回忆方法进行了区分。在对儿童在操场上的互动进行的一项研究的报告中,介绍了受视频刺激的帐户,以说明参与者如何在受视频刺激的会话中努力构建事件。本文讨论了孩子们如何在社交世界中解决复杂的问题,以及如何在视频会议中管理其他人的问题。从互动的角度来看,并与细粒度的分析方法一起使用时,视频刺激的帐户是一种有效的方法,可以为所涉及的孩子们提供观点,并进一步提高他们的能力。 ud ud ud
展开▼