EK313 Block 2 Wk 9/ Unit 8 continued
electronic recordings of aspects of behaviour that can subsequently be analysed. . . [but] do not necessarily provide all of the relevant information about what occurred in any setting. . . audio recordings only sound, . . . video there is always much that is out of shot, or that is obscured behind people and objects within shot. . . what occurred prior to the recording may significantly influence what is observed in it.
*Traditionally, both participant observation and structured observation involve researchers writing down their observations (in notes or as tallies), as these happen. . . many participant observers now use audio and/or video recording.. . relatively cheap and light video recorders,. . 1980s onwards it became increasingly common. . .followed on from growing use of audio recorders . . 1960s,( eg MacLure and Walker, vignettes in section 8.1) Audio recordings have become very common in qualitative research with children and young people today, [&] increasing use of video recording.*
scissors activity
- The carer keeps an eye on this and tries to ensure that the danger is minimised* mm
- issues here about dealing with a group of children of this size, including children of different ages: what are and are not safe activities for them* mm
click to edit
Research question: How are safety issues managed in settings involving young children?
She advises them where to sit. Good but lots of distractions.
Coughing would now be classed as a safety issue and child should be reminded to cough into arm and /or go wash hands. Or call the mum and send him home.
She tells them to not start cutting until activity has started but bowl of scissors are on the table (too tempting) in front of youngest child (Dangerous).
Smallest child passes scissors incorrectly and rather than reiterate how to hold safely (which schools do) says well done!! Shameful.
tells older child to stop cutting but youngest is doing exactly the same. mixed messages...and a safety issue. why scissors on the table? Plus you just gave them out!!! Of course thy'll be snipping about.
lesson plan/ order they need each thing...sit down (do not let this be distracted by all the stuff) ; base paper, offer choices of colours (listen to them...he clearly said 'grey'). List the colours you have not 'what colour do you want?'; explain activity and give out paper to cut. THEN give out scissors, explaining clearly they are sharp and we must be careful. Then start activity, give out glue etc.
Was at least 2 minutes of very small children snipping and wafting that she reminded 'how to hold them correctly'.
Phone rang at end...was she off to answer it..what happened immediately afterwards? Children left alone with scissors? Unsupervised? even if phone in the room she will be distracted.
structured framework of categories:
.
Adult give clear instruction & followed
Adult instruction delayed or absent- Child initiated activity.
Adult instruction delayed or absent- Child await instruction.
For each...Adult correct child/ adult praise/affirm child's action
Adult give instruction & ignored
mm suggestion
Carers’ actions:
Gives an instruction
Makes a suggestion
Asks a question
Physically helps child to do something.
Children’s actions:
Makes a request
Obeys an instruction or follows a suggestion
Resists obeying or following.
mine
Open- ended field notes can be of valid to future researchers who have a different 'framework of categories'. Fitting into the boxes may be difficult and researchers should note down everything as may be of significance. But AV data can be viewed again.
Structured framework aids analysis. Helps focus observation. Draws out the data relevant to particular research question. However, must be careful do not ignore unexpected/ supposedly irrelevant/ unrelated data as ALL data is valid and will impact. Also danger of squeezing something in to fit a box.
makes a difference whether fieldnotes and structured coding are done ‘live’ or whether a recording that can be rewound is used.. . both of these data-recording strategies are [generally] used live, they will be discussed on that basis.
*Fieldnotes have the advantage that one can describe anything that is judged potentially relevant, whether or not it has been anticipated; whereas in the case of structured coding what is to be noted down has to be predetermined. Furthermore, in writing fieldnotes it is possible to characterise events or actions in terms that seem most appropriate for conveying what was happening; whereas with structured coding the descriptive terms have been predefined, and examples may not always fit these closely. This means that the codings produced may not provide a very accurate picture of what was happening.*
*Structured coding has the advantage that it is relatively clear what should be recorded, and the observer is attuned to look out for examples of the categories, which should mean that few instances are missed. In addition, it is probably possible to do this coding for longer stretches than fieldnote writing, especially if some form of sampling is used. This means that larger samples of interaction can be studied, especially if a team is involved. And the data the team produces should be comparable, in the sense that they are all focusing on more or less the same things. Finally, this approach generates counts that enable comparisons between different actors and settings, which may show up important similarities and differences.*
Different observational strategies have varying methodological and ethical implications.