Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/18546
Title: The camera is not a methodology: towards a framework for understanding young children's use of video cameras
Contributor(s): Bird, Jo  (author)orcid ; Colliver, Yeshe (author); Edwards, Susan (author)
Publication Date: 2014
DOI: 10.1080/03004430.2013.878711
Handle Link: https://hdl.handle.net/1959.11/18546
Field of Research (FoR) 2008: 130212 Science, Technology and Engineering Curriculum and Pedagogy
130102 Early Childhood Education (excl. Maori)
Field of Research (FoR) 2020: 390113 Science, technology and engineering curriculum and pedagogy
390302 Early childhood education
Socio-Economic Objective (SEO) 2008: 970113 Expanding Knowledge in Education
970110 Expanding Knowledge in Technology
Socio-Economic Objective (SEO) 2020: 280109 Expanding knowledge in education
280114 Expanding knowledge in Indigenous studies
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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.
Publication Type: Journal Article
Source of Publication: Early Child Development and Care, 184(11), p. 1741-1756
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 0300-4430
1476-8275
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
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