The ‘Work of the Eye’ in Infant Research: A Visual Encounter

White, E. Jayne

doi:10.1007/978-981-10-3197-7_9

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…How do we avoid colonizing others in our quest? (White, 2017b). Anne Smith's legacy has shown us how to think about and undertake research disemination, especially in relation to closing the gap between Academics and Professionals in the move to support evidence-informed practice and political engagement.…”

Section: Years Latermentioning

confidence: 99%

Video activism as political advocacy for social justice: the legacy of professor Anne Smith in education

Gaffney

White

2018

Video J. of Educ. and Pedagogy

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Section: Years Latermentioning

confidence: 99%

Video activism as political advocacy for social justice: the legacy of professor Anne Smith in education

Gaffney

White

2018

Video J. of Educ. and Pedagogy

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“…However, the lack of legislative attention or specialized research into this phenomenon means that an understanding of early transitions, including their pedagogies, is largely absent. What is known is that the age of infants transitioning into ECEC is becoming younger (White, 2017), that frequently both or single parents require full-time employment or study (Australian Government, 2015; White, 2012) with parental leave, although around 52 weeks, not covering full remuneration in Australia or Aotearoa, New Zealand (White, in press). Commonly prior playdates and orientation visits precede the first day.…”

Section: Background Participants Methodsmentioning

confidence: 99%

(In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC

White

Westbrook

Hawkes³

et al. 2021

Contemporary Issues in Early Childhood

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Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty’s phenomenological concern with the (in)visibility of ‘things’ to illuminate the presence of objects within infant transitions. Drawing on notions of écart and reversibility, we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

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“…Simultaneously, cries for new and diverse ways of observing and listening to young children were emerging in the early years research community -establishing a need to investigate physical and emotional aspects of their lives (Delgado & Müller, 2005). Video methodologies, with the possibility to return and interpret the fleeting moments, nonverbal communication and interactions from diverse perspectives paved the way to an ongoing process of theoretical development and dialogicality in interpretations, as related to young children's everyday lives in early years educational settings (White, 2017a). Video opened up interesting avenues not only for methodological debates but also for theoretical development in infant-toddler research and early childhood education and care (White, 2011a).…”

Section: Benefits Of Video Methodologies In Research With Infantsmentioning

confidence: 99%

Tensions and challenges concerning ethics on video research with young children - experiences from an international collaboration among seven countries

Rutanen

Amorim

Marwick

et al. 2018

Video J. of Educ. and Pedagogy

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This article and the four videos linked to this article are a result of the earliest experiences in establishing an international research collaboration among seven countries in the Project Social and emotional experiences in transition through the early years. We draw attention to the complex issues surrounding the many processes, beliefs and attitudes about infants in research that permeated our processes of gaining ethical approval for the international study and which posed many challenges for our project. Through a process of reflective analysis, we have identified a range of ethical tensions and issues which the different countries involved in this international study faced in gaining ethical approval from their institutional ethical committees for their collaborative participation. More specifically, we identify one persistent tension concerning the use of video data in research on young children. This tension is a result of diverse interpretations of international ethical codes, alongside local restrictions and ethics review processes. It illuminates various positions concerning the protection of infants' privacy versus the benefits of using non-anonymous video data both in joint analysis, and even further, in open publishing. Such positions have been widely debated in research with adults, whereupon many of the ethically challenging questions have been dealt with through processes of acquiring informed consents from the participants. In case of infants, however, the role and nature of informed consents is different from research with adults, as is the role of the adult in using infant 'data' in research. For most cases, informed consents are acquired from the parents or the legal guardians that are not necessarily present on a day-to-day basis in the actual data collection process in early years educational settings. The question of children's own assents for study is widely debated and this is no less so in the project we present in this paper. On the basis of the experiences in this international collaboration, and the challenges and tensions identified in between diverse cultural context and ethical review boards and practices, we propose that more dialogue in relation to research ethics on video research is needed within the diverse research communities and (Continued on next page)

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The ‘Work of the Eye’ in Infant Research: A Visual Encounter

Cited by 5 publications

References 23 publications

Video activism as political advocacy for social justice: the legacy of professor Anne Smith in education

Video activism as political advocacy for social justice: the legacy of professor Anne Smith in education

(In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC

Tensions and challenges concerning ethics on video research with young children - experiences from an international collaboration among seven countries

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