Video Observation

Methods are the approaches researchers use to collate data in order to answer their question.

‘Quantitative methods are usually the most appropriate if you want to find out social facts of the causes of some phenomenon. Qualitative methods are best suited if you want to ask ‘what’ and ‘how’ questions.’ (Silverman 2011:25)

Observation is a process of observing or monitoring through noting or recording people or specific situations (Palaiologou, 2013). Observation is a method widely used in most if not all early-years settings by practitioners to collect evidence or track a child’s learning journey. It is also used to inform planning. Roberts – Holmes (2011) acknowledges the expectation of Early Years professional’s use of observations set

Observations methods such as a narrative or learning story can provide a naturalistic insight into what is happening at that moment however this type of qualitative data may provide difficulty in accuracy as the observation will be subject to the interpretation of the observer. Rolfe and Emmett (2010) suggest that observations should be recorded in such a way that if someone else was to observe, then they too would come up with a similar observation. This gives the impression that it might be useful to have more than one person observing or even analysing the data. Video observation may be a useful tool as more than one observer can analyse the data without the intrusive nature of being in the same room as the children being observed, however Rolfe and Emmett (2010) take into account that the video camera itself may

It is apparent that methods such as observation, questionnaire and interviews have advantages and disadvantages however using a variety of methods will provide the researcher with valuable data. In early-years research participants may include practitioners, children and parents of the children who attend the setting. Researchers that are ethical will reflect upon any aspect that may pose harm to participants throughout their research especially research with children. Mortari and Harcourt (2012:239) argue that ‘Participation of children is valuable if research provides the experience and opportunities for children to learn and grow’ this highlights that children are not just passive recipients but are active participants who can work alongside the researcher, however children are also vulnerable and need to feel confident and empowered in exercising their rightful freedom of choice. This will provide the basis for positive experiences and lead to valuable research. Informed consent of participants is vital when considering ethics due to the potential effects of research. When undertaking research with children the researcher will need to be intuitive to identify how the children are feeling. Assent is important but it can be communicated in different ways. Dockett et al (2012:245) recognise that assent is ‘an ongoing process embedded in relationships and requiring the researcher to be vigilant to the