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Published (Version of record)CC BY-NC-ND V4.0, Open Access
Published (Version of record)CC BY-NC-ND V4.0, Open
Journal article
Invisible and fluid walls in early childhood nature learning: collecting data through video
Educational research, Vol.66(4), pp.365-380
2024
Appears in Recent Faculty of Education Publications
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Abstract
Background: The forest school and nature kindergarten approach to early childhood education and care (ECEC) has been established for well over 50 years in the United Kingdom and across parts of Europe including Scandinavia. One example where the nature kindergarten approach has recently taken a foothold is the Australian 'bush kinder'. Bush kinders are gaining popularity in the delivery of ECEC to four- and five-year-old Australian children. They provide children an opportunity to learn through a play-based experience, often with the child leading their learning, supported by the educator. This longitudinal research project examining STEM teaching and learning in bush kinders began in 2015 with further data collection occurring in 2017, 2020 and 2023.
Purpose: The study sought to explore the challenges of using video as a data source in ethnographic research in the context of wide open, natural environments such as nature reserves, forests, beaches and paddocks. It asked the question: 'What ethical dilemmas arise when using video to collect data in early childhood research?'
Method: The study focused on the teaching and play activities of around 20 educators and 200 four- to five-year-old children across four Australian bush kinders. Influenced by an ethnographic research tradition that emphasises researcher participation and observation, the paper presents two vignettes, which explore the use of video in recording the experiences of teachers and children in the bush kinder environment and the dilemmas that arise.
Findings: The use of video creates a dual data collection situation. First, videoing can take place from behind an 'invisible wall', where the researcher remains distant from the research subjects being studied. Second, the researcher can move through a 'fluid wall', closer to the events they are capturing on video, at times, becoming a participant in the study.
Conclusions: This paper offers a contribution to the methodological discourse on the use of video as a data collection method within ethnographic research in ECEC outdoor settings. In drawing close attention to the ways in which videoing can occur, it provides a framework that could be helpful to other researchers engaged in designing and carrying out ECEC research in diverse outdoor settings.
Details
- Title
- Invisible and fluid walls in early childhood nature learning: collecting data through video
- Creators
- Chris Speldewinde - Deakin University (Australia, Geelong)Coral Campbell - Deakin University (Australia, Geelong)
- Publication Details
- Educational research, Vol.66(4), pp.365-380
- Publisher
- Taylor & Francis
- Number of pages
- 16
- Identifiers
- 991013345422002368
- Copyright
- © 2024 The Author(s).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article