'Looking and listening-in': a methodological approach to generating insights into infants' experiences of early childhood education and care settings

Jennifer Sumsion*, Joy Goodfellow

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    14 Citations (Scopus)

    Abstract

    In this article, we describe an observational approach, 'looking and listening-in,' that we have used to try to understand the experience of an infant in an Australian family day-care home. The article is drawn from a larger study of infants' experiences of early childhood education and care settings. In keeping with the mosaic methodology of the larger study, 'looking and listening-in' encompasses constructs drawn from diverse (phenomenological, socio-cultural, social cognition) theoretical perspectives. In the context in which we are using it, looking and listening-in has dual utility: as a methodological approach for helping us to edge closer to understanding the infant's experience, and as a way of describing how the infant made meaning of his experience. The infant's looking and listening-in is illustrated and analysed through a visual narrative.

    Original languageEnglish
    Pages (from-to)313-327
    Number of pages15
    JournalEuropean Early Childhood Education Research Journal
    Volume20
    Issue number3
    DOIs
    Publication statusPublished - Sep 2012

    Keywords

    • family day-care
    • Infants' experiences
    • naturalistic study
    • observational approach
    • visual narrative

    Fingerprint

    Dive into the research topics of ''Looking and listening-in': a methodological approach to generating insights into infants' experiences of early childhood education and care settings'. Together they form a unique fingerprint.

    Cite this