Early Childhood Qualitative Research (Changing Images of Early Childhood) PDF
Preview Early Childhood Qualitative Research (Changing Images of Early Childhood)
Early Childhood Qualitative Research RT3413X.indb 1 10/2/06 2:18:27 PM Changing Images of Early Childhood Series Editor: Nicola Yelland Childhood and Postcolonization: Power, Education, and Contemporary Practice Gaile S. Cannella and Radhika Viruru Playing It Straight: Uncovering Gender Discourse in Early Childhood Education Mindy Blaise Shift to the Future: Rethinking Learning With New Technologies in Education Nicola Yelland Early Childhood Qualitative Research J. Amos Hatch RT3413X.indb 2 10/2/06 2:18:28 PM Early Childhood Qualitative Research J. Amos Hatch Edited by New York London Routledge is an imprint of the Taylor & Francis Group, an informa business RT3413X.indb 3 10/2/06 2:18:28 PM Routledge Routledge Taylor & Francis Group Taylor & Francis Group 270 Madison Avenue 2 Park Square New York, NY 10016 Milton Park, Abingdon Oxon OX14 4RN © 2007 by Taylor & Francis Group, LLC Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑95341‑3 (Softcover) 0‑415‑95472‑X (Hardcover) International Standard Book Number‑13: 978‑0‑415‑95341‑2 (Softcover) 978‑0‑415‑95472‑3 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Early childhood qualitative research / edited by J. Amos Hatch. p. cm. ‑‑ (Changing images of early childhood) ISBN 0‑415‑95340‑5 (hardback) ‑‑ ISBN 0‑415‑95341‑3 (pbk.) 1. Early childhood education‑‑Research. 2. Child development‑‑Research. I. Hatch, J. Amos. II. Title. III. Series. LB1139.23.E2743 2006 372.2107’2‑‑dc22 2006014051 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the Routledge Web site at http://www.routledge‑ny.com RT3413X.indb 4 10/2/06 2:18:28 PM For Sally RT3413X.indb 5 10/2/06 2:18:28 PM RT3413X.indb 6 10/2/06 2:18:28 PM Contents Series Editor’s Introduction ix Introduction 1 J. AMoS HAtCH 1 Back to Modernity? Early Childhood Qualitative Research in the 21st Century 7 J. AMoS HAtCH Part I Qualitative Methodologies in Early Childhood Settings 2 Hermeneutic text Analysis of Play: Exploring Meaningful Early Childhood Classroom Events 25 StuARt REIFEl 3 using Digital Video in Field-Based Research With Children: A Primer 43 DANIEl J. WAlSH, NESRIN BAkIR, toNY BYuNGHo lEE, YA-HuI CHuNG, kAYouN CHuNG, AND CollEAGuES 4 The Potential of Focus Groups to Inform Early Childhood Policy and Practice 63 SHARoN RYAN AND CARRIE loBMAN 5 Wanderings: Doing Historical Research on Early Childhood Education 75 JANICE A. JIPSoN 6 Action Research in Early Childhood Contexts 95 FRANCES o’CoNNEll RuSt vii RT3413X.indb 7 10/2/06 2:18:29 PM viii • Contents 7 Critical Pedagogy and Qualitative Inquiry: lessons From Working With Refugee Families 109 ElIzABEtH P. QuINtERo Part II Issues in Early Childhood Qualitative Research 8 Surviving a Methodological Crisis: Strategies for Salvaging Your Classroom-Based Research When Things Go Wrong in the Field 131 lISA S. GolDStEIN 9 Never Certain: Research Predicaments in the Everyday World of Schools 147 SuSAN GRIESHABER 10 Researching With Children: The Challenges and Possibilities for Building “Child Friendly” Research 167 GlENDA MACNAuGHtoN, kYlIE SMItH, AND kARINA DAVIS 11 Decolonizing Research in Cross-Cultural Contexts 185 BEtH BluE SWADENER AND kAGENDo MutuA 12 Who Chooses What Research Methodology? 207 JEANEttE RHEDDING-JoNES 13 Assessing the Quality of Early Childhood Qualitative Research 223 J. AMoS HAtCH Contributors 245 Index 249 RT3413X.indb 8 10/2/06 2:18:29 PM Series Editor’s Introduction The terrain of educational research has been significantly remodeled since the new millennium emerged. Conservative forces have constructed and imple- mented an agenda that attempts to reduce educational outcomes to the minutiae of observable outcomes that can be demonstrated in simple tasks that require routine responses rather than consider the educational experience as engage- ment with people and ideas. What counts as evidence for effective practices for teaching has been brought into question because those in, and aligned with, positions of power have determined that what counts are specifically observable phenomena that are universal and unvarying. The paradox that is education at this point in time, reflects a confusion about the kind of citizens we want to help to mature in the 21st century against a desire to have individuals perform specific tasks that a few consider to be universal indicators of a being a successful stu- dent at any given point in time. The former context is complex and messy while the latter is contained and specific. The former requires research that attempts to explore the nature of our existence and challenges our belief systems while the latter reduces performance to specified criteria with observable outcomes and derives generalizations that attempt to describe universal phenomenan that bear resemblance to a limited population of aggregated averages. The book that Amos Hatch has compiled has come at a particularly relevant time. Hatch himself presents a compelling case for research that enables us to capture the richness of educational experiences as events that defy a reduc- tionist conceptualization of behavior. The authors in this important collection stress the importance of conducting research that is rigorous and allows us to encounter the nuances that are part of our everyday lives. They do not reduce our experiences to the simple and trivial. Rather, they enable us to generate new understandings about those issues and dilemmas that underpin the work that we do every day. In foregrounding the issues under discussion here it becomes apparent that their examination gives voice to a new cohort of participants who have previously been considered as subjects to be studied, rather than as col- laborators and agents of change in our shared and intersecting lives. This book describes research in early childhood educational contexts that is rigorous and diverse. It encapsulates powerful notions of agency and asks ques- tions that are of direct importance to teachers and children’s lived experiences. In his powerful first and last chapters Hatch provides a context and rationale for quality early childhood research that is empirically based and relevant to the daily enactment of education for young children. The chapters by the authors that constitute the book live up to the high standards that Hatch has set and ix RT3413X.indb 9 10/2/06 2:18:29 PM
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