Conceptualizing phenomenology as a theoretical perspective and methodology in an early childhood research project

Abstract

The author is undertaking a phenomenological research study into the lived experiences of a small group of teacher aides in the Queensland Preparatory (Prep) year. The introduction of a Prep year in Queensland from 2007 replaced the part time State Preschool system. Teacher aides faced a change in their work practices with shorter contact hours per group of children: half of the provision of the former State Preschool allocation. The evaluation reports of the Queensland Prep year trials highlighted that limited teacher aide time allocation concerned teachers and principals. A review of the literature reveals a shortage of studies regarding teacher aides. Phenomenology was selected as it reflects the researcher's commitment to giving voice to an under-represented group who work with young children. This research draws upon a phenomenological approach (van Manen 1984), with data collected through the use of synergetic focus group discussions (Lidstone 1996). The focus group of four teacher aides met twice, during which the lived experiences of participants in relation to the Prep year, was explored. This paper presents a review of the literature surrounding phenomenology. The internal consistency between the philosophy and methodological approach of phenomenology will be discussed.